Standard 1 Teachers know the subjects they are teaching. The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils
Rationale This hybrid course was developed for students to understand how to add and subtract fractions in 6th grade. It was developed to get the students to understand that fractions are used in everday life and understand that fractions are essential to the real world. The students watch a video to begin with and then start adding fractions using events from everyday life for example, using a spice shop where they measured spices and divided up land sections. Then the students will add and subtract fractions using number lines and shapes. After they work through adding and subtracting fractions they will then move to simplifying them and end with writing algorithms for how to add and subtract fractions.
This hyrbrid course was important to me as a teacher because it allowed me to see how the student progressed throughout the process of adding and subtracting fractions. They start with accessing their prior knowledge of finding common denominators, move to adding/subtracting the numerators, simplifying the answers and then end with writing algorithms. If they could write the algorithm then I knew they understood the concept of adding/subtracting fractions. The assessment also provided the feedback that the students understood the concepts. The students liked the different materials used in this course from the videos, worksheets, tutorials and pictures. It also allowed the visual, hands-on, and the auditory learners to excel. If students are successful with this hybrid course then they will feel that they can be successful in math and in the real world.
KSD: 1.K.1 The teacher understands the major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches. I clearly understand and clarify the fractions curriculum through written worksheets, videos, tutorials and pictures. For example, cutting shapes in different pieces and having the students add the different sections together to get a whole.
1.S.1 The teacher effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and links them to students’ prior understandings. In this unit I represent the curriculum by using videos, tutorials, pictures, shapes and land sections. The students learned about fractions in previous grades using some of the representations that I used but, now they are applying what they previously learned to a high order thinking of fractions and seeing how they are used in everyday life. For example, they previously learned to find common denominators and now they need to do the same but also add the numerators.
1.D.3 The teacher has enthusiasm for the discipline(s) s/he teaches and sees connections to everyday life. When I created this hybrid unit I was very excited to use the materials I found. The materials allowed the students to see how fractions are used in everyday; varying from the use of shapes to buying different land sections and seeing how much each sections would cost.
Standard 1
Teachers know the subjects they are teaching.
The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils
Evidence
Rationale
This hybrid course was developed for students to understand how to add and subtract fractions in 6th grade. It was developed to get the students to understand that fractions are used in everday life and understand that fractions are essential to the real world. The students watch a video to begin with and then start adding fractions using events from everyday life for example, using a spice shop where they measured spices and divided up land sections. Then the students will add and subtract fractions using number lines and shapes. After they work through adding and subtracting fractions they will then move to simplifying them and end with writing algorithms for how to add and subtract fractions.
This hyrbrid course was important to me as a teacher because it allowed me to see how the student progressed throughout the process of adding and subtracting fractions. They start with accessing their prior knowledge of finding common denominators, move to adding/subtracting the numerators, simplifying the answers and then end with writing algorithms. If they could write the algorithm then I knew they understood the concept of adding/subtracting fractions. The assessment also provided the feedback that the students understood the concepts. The students liked the different materials used in this course from the videos, worksheets, tutorials and pictures. It also allowed the visual, hands-on, and the auditory learners to excel. If students are successful with this hybrid course then they will feel that they can be successful in math and in the real world.
KSD:
1.K.1 The teacher understands the major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.
I clearly understand and clarify the fractions curriculum through written worksheets, videos, tutorials and pictures. For example, cutting shapes in different pieces and having the students add the different sections together to get a whole.
1.S.1 The teacher effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and links them to students’ prior understandings.
In this unit I represent the curriculum by using videos, tutorials, pictures, shapes and land sections. The students learned about fractions in previous grades using some of the representations that I used but, now they are applying what they previously learned to a high order thinking of fractions and seeing how they are used in everyday life. For example, they previously learned to find common denominators and now they need to do the same but also add the numerators.
1.D.3 The teacher has enthusiasm for the discipline(s) s/he teaches and sees connections to everyday life.
When I created this hybrid unit I was very excited to use the materials I found. The materials allowed the students to see how fractions are used in everyday; varying from the use of shapes to buying different land sections and seeing how much each sections would cost.