Thematic Unit Table

Your Name: Maria Stapleford Leah Bjornstad, Tim Wood, Brendon Pond

Course-Section: TEAC 259 Section 007

Your ID:



I. Unit Context

1.Summary of the description of the unit theme :

Our unit centers on fractions, and understanding basic parts of fractions. Using a pizza pie example we will present the idea of wholes and parts. We teach them terms using the different pieces of the pizza. This will give them a visual representation of parts and wholes that will help them visualize and identify the different parts of fractions (with the added benefit of excitement). They will benefit by learning the different parts of a fraction and be able to identify the different parts in order to use, understand and represent parts and wholes using fractions.


2.Target subject area/class: The target area are students in 1st or 2nd grade; a classroom of about 15-20 students. The presentation would occur in the math section of the day.

3.Classroom and Equipments : An elementary school classroom with a projector, computer, and paper towels or plates.



II. Audience

1.General characteristics

Size: 15-20 Students



Age: 6-7 years old



Demographics: Variable

Experience: Limited previous experience needed.

Attitudes toward your class: Normally positive, engaged, and enjoy interactive activities.

Interests: Talking, playing, eating, using hands on activities.

2.Entry competencies

They'll need knowledge about whole numbers, counting, and shapes.







III. Objectives

1. State Goal: After completion of the lesson, students will understand fractions, their basic parts, and how to represent parts and wholes using fractions.

2. Objective 1:
(C) After cutting the pizza, (A) the students in the classroom (B) will observe and verbally answer questions, for (D) 5-10 minutes.

3. Objective 2:
(C) After watching the instructional video, (A) the students in the classroom (B) will practice recognition of numerators and denominators by writing down responses to questions for (D) 5-10 minutes.

4. Objective 3:
(C) After receiving a practice worksheet, (A) the students in the classroom (B) will fill out the worksheet on their own either at home or in the classroom [to be corrected the next day] (D) for the remainder of the math period and [if they do not complete it in class] at home.







IV. Instructional Strategies and Methods

Objective
The Names Of the Strategies
How to use?
1


Demonstration


We are using pizza as a visual aid, so that the students will actively want to be involved in understanding what fractions truly are. The students will be able to learn faster if they have something that they can work with that is hands on.

2


Presentation



We are going to show a video with a song that goes along with it and we’ll play the video a few times over so that it will get ingrained into the students heads, so that the students can refer to the song if they are getting confused with what they are doing.
3


Simulation


We will have the kids pick out there favorite kinds of pizza and draw them on a piece of paper, and have them make a fraction out of the pizza and label it. This will allow the students to independently show that they know what fractions are.









V. List Resources


Fraction Song
(http://www.youtube.com/watch?v=WtA2IhrGeFQ)

Papa John’s Pizza

Internet

Practice Worksheets