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=**Literacy Tools in a Mathematics Lesson**= Sami Brown

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 * Note: I highlighted in red where the examples of** literacy tools **within the lesson are. Also, I highlighted in green where** technology additions **may be added in the form of** Web 2.0 tools **. That being said, let me remind everyone that this is just an example, and there are many other ways in which literacy tools and technology can be used in this lesson/unit.**

-add fractions -subtract fractions -multiply fractions -divide fractions -8.N.13 Develop and use strategies to estimate the results of rational-number computations and judge the reasonableness of the results -8.N.1 Work flexibly with fractions, decimals, and percents to solve problems a) Preparation/Anticipatory Set: Brainstorming (LINK). Have students write for 3 minutes about everything they know about fractions, in response to a cue word, which will be “fraction.” Then, have everyone share one of the words they thought of and the instructor writes the words on the board. No repeats are allowed. This literacy tool prompts students to draw upon past knowledge, and collaboratively share in order to see the same thing from different perspectives. b) Procedures and Activities: Clustering. Cluster examples with all of the steps mapped out so students can see the differences in each one. The instructor may create the four bubbles, however, then cover up two of the bubbles and ask students to make their own, as shown in the image below.
 * Overview**: This lesson is a prelude lesson for eighth graders about to #|begin a topic about factoring. This lesson will go over the basics about fractions. The lesson will be review. This is important because fractions lead into more complex material and this algebraic thinking is absolutely necessary for mathematic success. Without fraction knowledge, students will not be able to factor anything that does not yield whole numbers, which cripples their ability to factor. Furthermore, this lesson is a bit easy, but you need to build a base before you can construct a pyramid.
 * Learning objectives**: After this lesson students will be able to comfortably:
 * Standards Addressed**: -8.N.8 Understand the meaning and effects of arithmetic operations with fractions, decimals, and integers
 * Instructional Plan**:

Note: To integrate technology into your lesson, you could refer your students to the Web 2.0 bubbl tool, which allows them to cluster and #|mind map. This tool gives students the option to create as many bubbles and connecting ideas as they want. They can even color code their bubbles. This is a very easy to use tool. Not only could it be used in this lesson, but it can also be used as a homework assignment. Students can be instructed to form a cluster or a mind map of something, then create it on the Web 2.0 bubbl tool, and then print it off and bring it into class. Even better, students can #|go green and simply email it to their instructor. An example of a mind map create from bubbl is shown below.

c) Differentiation: Demonstrate the properties of fractions visually. Pair the students off and then have each group attain four squares. Then, have them work with these squares in order to demonstrate the properties of fractions. That way, students who have different reading/writing fluency will be able to see through using a hands on example. The use of manipulations is a universal language.
 * Materials and Resources**: Use hands on activities to help students visualize fractions, such as the cardstock squares discussed above. Also, the chalkboard and all pertinent hand-outs should be included.

Also, have students watch videos as a supplement to the lesson.

Use this video because it shows the value of manipulations along with giving a very clear idea about fractions and their numerical values.

This video is something for students to watch before coming into the lesson because it talks about multiplying and dividing fractions in a very basic way and it would get them thinking in the right direction.

This video is the the same as the previous one, but it deals with adding and subtracting fractions.

Play this game because it is fun and interactive. It keeps students engaged while teaching them about adding fractions.

(5/10)+(1/10) (6/10)
 * Assessment**: Give each person a slip of paper containing one of the groups listed below. Then, have them match themselves with the person that holds the same value as they do!

(6/12)-1 (-6/12) (9/4)/(2/4) (36/8) (5/8)*(7/6) (35/48)

A quick note on homework: I am a big proponent of having answers when you do your homework. My reasons are as follows: -Having access to answers insures that students are doing it correctly. -Students know right away when they are incorrect, discouraging practicing incorrect mathematics. -When students come to class they will have confidence in their answers, which encourages participation. -Students come to class with homework questions. That being said, I believe students need to take a little initiative. The Web 2.0 Instacalc tool allows students to punch in their fraction problems and it will give them the correct answer. Furthermore, students have the option to title their calculations. This way, they can print them out and save them for test preparation. As you can see in the example below, this set of problems was titled "Fractions!" Because answers are being given, students MUST show work in order to get credit. This tool functions like a regular calculator, but it has the advantage of being online. Since many students do not have means to purchase calculators, this is a wonderful free alternative. Example calculations from the Instacalc tool are shown below.



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