* Use academic vocabulary (Students are expected to use italicized words in Column 1)
Use ELD Strategy
Effective Teaching Strategy
Overview This lesson provides students with the opportunity of learning the
pattern of squares while utilizing multiplication and division
Mathematics Objectives The students will be able to solve different square equations.
The students will understand patterns in fractions.
Vocabulary Equation, fraction, denominator, numerator, equivalent fraction
Prior Knowledge Fractions are part of a whole. For example, if you divide a cake
among 4 people They will get a smaller share than if it is divided
among 2 people.
Terminology in home language of ELL students. Use manipulatives.
Considerations for ELL & Migrant Students
(fractions, visuals, realia, tiles, blocks).
Materials Illustrating fractional parts. Using manipulatives such as folded sheets
of paper, squares and cubes, overhead projector and pictures.
Connect to Prior Knowledge
Preview prior knowledge with problem such as: Model/Demonstrate
with fraction squares.
Through When you fold a piece of paper once, you get two boxes
Strategies When you fold a piece of paper twice you get four boxes
Visual Representation You will always get four more boxes every time you fold the
Check for Understanding/Students share their work on board.
What will be the fraction of a four square if one square is shaded?
Each student can practice by manipulating tiles or squares to show
Ex 1: ¼ (4) = (1/4) (1/4) = 1/16
Beyond The students will apply this problem to their every day life:
Reflection Divide a pizza among 12 people. What fraction of the pizza will each
Next steps/Application one get?
On Ex 1: Every time we divide the ¼ into ¼ more it will keep
multiplying by four. If we go backwards we divide by four.
Ex 2: 1/16 divide by ¼ will give you 1/4
Assessment Students make a chart showing squares up to 1/64 = 64//64 whole.
Metacognitive Reflection In what ways can manipulatives be used to solve square equations?
(Quarters and more) What are the challenges of teaching fractions?
How can non-English speakers be involved in the lesson?