Lesson Plan -Mathematics

Class : 7

Unit: Fractions (Part II)

Time : 5 Periods

Topic: Addition and Subtraction of fractions.

Major Concept (content analysis): Addition and subtraction of fractions having the same denominator , Addition and subtraction of fractions with unequal denominators.

Prior knowledge : Add, subtract and multiply integer numbers. Mixed numbers and improper fractions,convert a mixed number into an improper fraction and an improper fraction into a mixed number.

Competency  3 : Manipulates units and parts of units under the mathematical operations to easily fulfill the requirements of day to day life.

Competency Level 3.1 : Manipulates fractions under the operations of addition and subtraction.

Learning objectives: After completion of the topic learner will be able to;

• Demonstrate how to add and subtract fractions using pictures and objects.(Application)
• States that when two mixed numbers are added or subtracted, simplification can be done either by converting them into improper fractions or by separating out the whole numbers and the proper fractions.(Knowledge)
• Identify and add no more than three numbers consisting of mixed numbers and proper
• fractions with equal denominators.(Comprehension)
• Add and subtract no more than three numbers consisting of mixed numbers and proper fractions with related denominators (Knowledge)
• Add and subtract no more than three numbers consisting of mixed numbers and proper fractions with unrelated denominators.(Knowledge)
• Answer expressions involving the addition and subtraction of fractions.(Responding)(Affective) 
• Apply the concept in day to day life to measure different articles.(lengths, food items)(Imitation)
  

Learning Strategies: Group Activity , Cooperative learning, Role play, Discussion.

Learning Resources: Textbook (Print and Digital) , Teachers Guides , Posters , Activity books, Work books.

Introduction: Engage:

Divide the class into two groups each containing 15 students,provide 11 chocolates for each group.Now ask the students to divide 11 chocolates among them equally.
Start with 11 chocolates. Cut 5 of them into 3 parts each (part A) and the remaining 6 chocolates into 5 parts each (part B). Hand each of 15 kids one part A and two parts B.
Thus each of the 15 kids gets the same amount and all 11 chocolates are equitably exhausted.

Presentation: Explore:

Provide each student with 3×5 grid card,and allow them to color the grid card according to the following steps,
Step 1 : color one square of each column in green.
Step 2 : color one square of each column in pink.
Finally students may come up with a grid as shown below:

Explain:
Looking at columns, clearly 1/3 of the tiles are green (because each column contain just one green tile), and at rows, clearly 2/5 are pink (because each row contains exactly two pink tiles.) Consider all colored tiles together: 11/15 are colored.

Ask the students whether they can do the following activities using the same grid concept,
1. Addition of two fractions with same denominator 

2. Addition of two mixed numbers

3. Addition of two improper fractions.

4. Addition of improper fraction and mixed number.

Elaborate:

Recall the previous learned concept of proper fraction and mixed numbers by asking question and listen to their opinion.Write different exercises on the blackboard containing

1. Addition and subtraction of two fractions with same denominator.
2. Addition and subtraction of two mixed numbers.
3. Addition and subtraction of two improper fractions.
4. Addition and subtraction of improper fraction and mixed number.

Randomly select a student from the class room and ask them to solve the problem on the blackboard and discuss the difficulties with the whole class.This will help other students to clear their misconceptions.

Evaluate

Direct students to the exercises of the lesson 10th in the text book,
1. Express 73/5 as an improper fraction.(Knowledge)(Cognitive domain)
2. Express 50/11 as a mixed number(Knowledge)(Cognitive domain)
3. Write the fractions 2; 5/3; 7/3; 5/9 in descending order.(Affective domain)(Organization)
4. Write the fractions 1; 1/4; 5/3;1/2 in ascending order.(Affective domain)(Organization)

There are two types of mathematical learning concepts namely conceptual learning (learning based around key concept and central idea) and procedural learning (the process of acquiring skill at task). The teaching methodology Engage, Explore and Explain belongs to the conceptual learning.These methods aid in the development of problem solving and reasoning.The methodology of Elaborate belongs to the procedural learning and practicing exercises which develop the mathematical minds.Both conceptual learning and procedural learning is included in the methodology of Evaluation.As both exercises and word problems are included in evaluation.This will develop the concept of reasoning ,problem solving and mathematical mind.

Feedback

• Common characteristics of students having mathematics learning disabilities.
• Slower and often make mistakes in processing the representation of numbers, for example, the symbol number "3" and the equivalent of the non-symbol "@@@"
• Make mistakes in comparing and estimating numbers
• Wrong in doing arithmetic calculations and wrong in solving numbers problems that are very easy, for example, 4 × 5 = 20
• Students know the common denominator method in the addition of fractions; however, they incorrectly apply the method(error patterns)

Difficulty of learning mathematics is the result of cognitive or non-cognitive factors.For example, socioeconomic status, ethnicity, and mother tongue.The factors that lead to the low mathematical achievement of students can be discovered by qualitative methods, such as interviews, questionnaires, observation of students, parents, and teachers. 

Students with mathematics learning disabilities have a different mindset in understanding fractions but it does not mean they have deficiencies in understanding the concept of fractions.The main error pattern in understanding fractions in mathematics learning disabilities students is the use of traditional algorithms that are wrong.

Nowadays the most frequently used teaching method is procedural learning.With this method, students will only gain procedural understanding or syntax thinking.Students will not understand the relationship between fractions, in other words, students’ conceptual understanding (semantic thinking) will be weak.