There are various aspects that the students need to know before commencing on this unit. First, it imperative to understand the difference between like and unlike denominators. Secondly, they should follow the basic rules used during the addition of numbers. Thirdly, they should know how to write fractions correctly when they are read out loud. Generally, it is vital to assess whether the children are conversant with the basic mathematical rules. Educators should know the various techniques used to solve the addition of fractions with similar denominators. Moreover, they should be aware of simple methods that can be used by the fourth graders.
Primarily, the teaching environment is quite conducive to conduct the lesson. The children are eagerly waiting to learn new skills and the ability to solve mathematics problems. The presence of multiple intelligences in class will help in teaching since students will help each other in group assignments. Furthermore, the environment is composed of equal opportunities for all learners regardless of their cultures, sexuality, and socio-economic attributes. Importantly, an educator should use proper learning techniques and ensure a safe space for teaching.
Delegate your assignment to our experts and they will do the rest.
Theories Used
The explanation of the addition of fractions with like denominators will be based on methods. One, the fraction model depicts that when calculating these problems, the portions with similar denominators are calculated by adding their numerators, and the answer will be the new number over the same denominator
( Bowen & Saha, 2018)
. For instance, when calculating
the denominator will remain as six, then, the sum of the numerators becomes the unique number. In this case, it will result in which can be simplified. Another model provides that when calculating sums with different denominators, one should make the denominator similar through MCM
( Bowen & Saha, 2018)
. For instance, in the equation, the MCM will be four, which will be used as the denominator. After getting the MCM, one should divide it with the denominators to get the new numerators, which are then added. Afterward, they should calculate the fractions by adding the numerators, and the answer is the unique number over the MCM of the denominators.
Teaching Strategies
Various teaching strategies are viable when teaching the addition of fractions with like denominators. One, the use of diagrams and pie charts will aid in the visualization of the concepts. Moreover, it assists the students to recall the methods used. Videos that explain how to add the fractions will be used as a means of helping them to articulate the ideas (Orlich et al., 2012). Two, the use of inquiry-based instructions will be paramount in teaching the unit. Using thought-provoking questions will help the students to think for themselves, will help in creating independent learners, and getting to know which students are barely comprehending the unit (Orlich et al., 2012).
This approach will be utilized after every session to inquire on the progress of the students and explain ununderstood aspects. Three, the usage of behavioral management techniques where students are rewarded according to their merit. According to Orlich et al. (2012), behavioral management is vital in teaching as it helps the children to understand more and earn the reward. This strategy will be used at every stage of the unit. Four, cooperative learning will be used to encourage students possessing a variety of capabilities to work together. For instance, they will be useful in solving the mathematics problems that are provided at the end of every stage.
Classroom Management
It is imperative to develop classroom management techniques that will aid in teaching. The use of routines and procedures will help in ensuring that the students are mentally prepared to learn the outlined segment. Additionally, it outlines rules and consequences such as no student is allowed to leave the class while learning is taking place. Any student who, therefore, leaves knows the consequences of their actions. An effective classroom management aid in improving the instructional outcomes. First, it aids in building relationships. Moreover, it facilitates the creation of expectations from the students that are contributed by the organized classroom environment. Effective management of classrooms paves the way to engage students in learning. It will help in ensuring consistency for the students. Also, it reduces behavioral problems since effective management hardly allows students to misbehave. Additionally, it provides efficient use of time when routines and procedures are followed. It is imperative to accommodate sexual, cultural, socio-emotional differences. I will, therefore, ensure that all students have equal access to opportunities. It will guarantee that the children feel discriminated against because of their variations.
Multiple Intelligences
Multiple intelligences arise from a variety of intellectual capacities of people. I will use multiple intelligences to develop a routine, procedure, and a variety of learning techniques. Understanding that each student has a unique set of intelligence will be significant in this unit since it helps identify their strengths and weaknesses. I will, therefore, show the students how to comprehend some parts of the unit that addresses a section of their weaker intelligence domains. It will be achieved through the facilitation of their most developed intelligence domain (Armstrong, 2009) . Some aspects of multiple intelligences will be useful in class. For instance, logical-mathematical intelligence typically refers to the capacity of individuals to correctly work with numbers and complex mathematical problems (Armstrong, 2009) . Students with these skills will help other students during the cooperative learning section. Generally, multiple intelligences will also help me to evaluate my abilities and skills. Moreover, they will be beneficial to learners in that; they will aid in their formation and self-development and illustrate how they can effectively utilize their strengths to address their shortcomings. It will, thus, be relevant to develop learning styles to fit their needs suitably. Consequently, they help in strengthening the learning outcomes and, ultimately, its success.
Interconnectedness
Primarily, ensuring the use of connections between disciplines will ensure that students are aware of the relationships. The learners will, therefore, make links between concepts. Moreover, interconnectedness helps students in recalling and understanding the unit. Primarily, the unit is interdisciplinary since it can be used in other disciplines. The units are related to economics and probability. Fractions refer to the concept of probability since it is predominantly given in fraction form. Therefore, portions help in getting the probabilities. Additionally, it is related to economics, as it will help the students understand and count the amount of money they have. For instance, they will comprehend the value of money they have when calculating their worth if they possess two-quarter dollars. The interdisciplinary nature of the unit helps the learners to interact with the concepts from various disciplines. Moreover, it helps them to comprehend the diversity of the connections. They can use the application of the units interchangeably. I would work with the community and parents by urging them to practically and actively involve students in activities that will help them apply fractions in their lives –for instance, when shopping and exchanging money.
Questioning
Several methods of questioning will be used to facilitate the learning of the unit. It is, however, critical to developing thoughtful questions. Questioning will be useful in this unit to help in actively involving the students. Moreover, it will assist them in generating interest. Inquiring will also stimulate the students to ask for clarifications, consequently improving the learning process independently. Primarily, high-level questions are helpful in analyses and evaluation of topics; thus, they are critical in problem-solving, critical thinking, and stimulates the students to seek information independently. According to Nappi (2017), low-level questions are also crucial as they help in remembering and application of subjects. They will be appropriate in reviewing and summarizing contents, diagnosing the student’s weaknesses and strengths, and to also evaluate their comprehension and preparation. If the high-level questions provide short answers, it will be critical to switch to low-level inquiries to check whether the students understood the concepts. Essentially, questioning helps learners to think independently and critically (Nappi, 2017). They, therefore, aid in the process of recalling high and low-level questions.
Assessments
Various types of assessments will be adopted in the teaching process. Primarily, formative and summative assessments will be used. Formative assessments will help in observing the students and obtaining data useful in identifying the gaps in my teaching techniques. The evaluation will be conducted through three main ways, including watching and listening during in class and out of class activities. Moreover, checklists, class rosters, and rubrics will be used during the assessments. It will be conducted regularly during every lesson. Formative assessments are significant since they help to continually measure the progress of the students from the tools used. Data from the formative evaluation will be analyzed to modify the teaching practices and accommodate the students’ progress. For instance, if the data indicate that the expected outcomes, then I will continue with the planned practices. Data analysis will aid in forming well-informed decisions when altering the instructions and routine of the specific lesson.
Summative assessments help the students to achieve the desired outcome. They should be performance-based since they evaluate the relationship between the curriculum and the goals of the class. Primarily, it measures the efficacy of learning and its long term benefits. Data acquired from the evaluation will aid in modifying my practices to such that the learners can make meaningful links. Summative assessments are significant in evaluating the effectiveness of the instructions used. The results will be used to determine how and whether the learners can use their skills and knowledge at the end of the unit.
Conclusion
Teaching fourth graders on how to add fractions with similar denominators require the utilization of various techniques. The unit will require the use of visualization to enhance the recalling of the students, and behavioral management will be imperative in ensuring that the children conduct themselves properly during the lesson. Moreover, the use of inquiry-based instructions that will help in the assessment of the outcomes of the experiences while cognitive learning will help in group work and assignments. Formative assessments will be used to evaluate the gaps in the teaching techniques used and will be conducted severally during the lesson to increase its reliability. Likewise, summative assessments will be conducted at the end of the lesson to analyze whether the students have understood the concepts. It is vital to use high-level questioning to assess the critical thinking and problem-solving abilities of the students, while the low-level examination will aid in determining their strengths and weaknesses. Multiple intelligence will be paramount in helping students the students to grasp the different concepts of the unit. Also, it will help in the analyses of my skills and abilities. The interconnectedness of the subject will help students to understand and recall the concepts by relating them to economics and probability. The students need to have basic knowledge of rules of addition while the teacher should be conversant with the various ways to teach them how to add fractions with similar denominators.
References
Armstrong, T. (2009). Multiple intelligences in the classroom . Ascd.
Bowen, T & Saha, R. (2018). Practice Adding Fractions: With the Same Denominator, Requires Simplifying. Routledge.
Nappi, J. S. (2017). The importance of questioning in developing critical thinking skills. Delta Kappa Gamma Bulletin , 84 (1), 30.
Orlich, D. C., Harder, R. J., Callahan, R. C., Trevisan, M. S., & Brown, A. H. (2012). Teaching strategies: A guide to effective instruction . Cengage Learning.
