DIVIDERS: Use the option of placing dividers between the desks of classmates to limit distractions and create a private work space.
learning skilLS
Sustained attention
Task Initiation
Working Memory
instructional strategy
Dividers
Use the option of placing dividers between desks to minimize distractions
Noise Cancelling Headphones
Use noise cancelling headphones to minimize distractions when solving complex problems
_________
LEARNING PREFERENCES
academic skill
Grade 6 – 9
Addition, subtraction, multiplication and division of fractions and rational numbers.
Grade
Curriculum Focus
5
Add and subtract fractions with like denominators, in various contexts
6
Add and subtract fractions with like and unlike denominators, using appropriate tools, in various contexts
7
Add and subtract fractions, including by creating equivalent fractions
8
Multiply and divide fractions by fractions, as well as by whole numbers and mixed numbers
9
Solve problems involving operations with positive and negative fractions and mixed numbers
Lesson Objective, Goal and Success Criteria
Identify alternative ways to solve complex problems involving the addition and subtraction of fractions.
Identify alternative ways to solve complex problems involving the multiplication and division of fractions.
Identify alternative ways to solve complex problems involving positive and negative fractions and mixed numbers
Grade 5-7- Be able to add and subtract fractions with like and unlike denominators and address challenges of dealing with complex problems while working in distracting environments.
Grade 8- Be able to multiply and divide fractions by fractions and address challenges of dealing with complex problems while working in distracting environments.
Grade 9- Be able to solve problems involving positive and negative fractions (rational numbers) and address challenges with complex problems while working in distracting environments.
Successfully resolve a set of fraction questions based on each student’s ability level within a distracting environment.
UDL Instruction
Teaching a complex lesson which requires a lot of focus might be difficult for students who experience deficiencies in sustained attention so it will require keeping them engaged to both process and apply the information. This can be achieved through active learning in the retention process and minimizing distractions in the environment. Full Class LessonTeach 2-3 concepts related to fractions for each grade/ability level starting from the simplest to most complex problems using videos with embedded practice questions. After the first concept, pose the question (within the video) to the class and have the students do a think-pair-share with the person beside them to try to answer each question. Repeat this activity until all concepts are taught.
Each student is then provided with 5 different questions related to that concept and then goes to an assigned section of the class to solve the answers based on guidelines in the differentiated section.
Differentiated Instruction
Differentiated through content, process and productPreparation:Each student will have different questions (worksheets included) so none of the students will have exactly the same question or know which students have easier or harder questions to eliminate stigmatization. Students will be placed in one of the 4 environments of their choice. A rotating system can be used so different students get first choice of the environment for subsequent lessons. The 4 environments include:
Wearing noise canceling headphones at their desk
Using a desk divider on their desk to eliminate distractions around them
Sitting at a regular desk without a divider or headphones
Go to a small group table where the teacher or assistant is sitting to help those who would like extra help.
Completing the Activity:Before starting the questions, the students will do one short stretch to keep them focused.
Each student will work independently on their own questions but they will each get 5 sticky post-it notes to write down questions that they had difficulty understanding.
If the student doesn’t know how to answer a question, the student can either go to the small group table with the teacher or they can just write down the question that was difficult on a post it note (to be reviewed later).
After students have sufficient time to complete the questions, the teacher will go around and collect the post-it notes from the students and post them randomly on a board at the front so a student will not feel they are the only one with questions
Measurement of Success
The teacher will also post a list of answers on the board so students can self check their answers.
The teacher will first review all the questions and answers from the collected post-it notes and then ask the students if there are any other questions they want reviewed.
Materials, References and Resources
Noise canceling headphones– $32.99 for 3 pairs- AmazonDesk Dividers- $19.97 for 4 dividers- AmazonPost-it Sticky Note Pads- $2.00 – Dollar store
Ikuta, N., Iwanaga, R., Tokunaga, A., Nakane, H., Tanaka, K., Tanaka, G. (2016). Effectiveness of Earmuffs and Noise-canceling Headphones for Coping with Hyper-reactivity to Auditory Stimuli in Children with Autism Spectrum Disorder: A Preliminary Study. Hong Kong Journal of Occupational Therapy. 28, 24-32. https://journals.sagepub.com/doi/10.1016/j.hkjot.2016.09.001Jones, E.K., Hanley, M., Riby, D. Distraction, distress and diversity: Exploring the impact of sensory processing differences on learning and school life for pupils with autism spectrum disorders, Research in Autism Spectrum Disorders, Volume 72, 2020,01515, ISSN 1750-9467, https://doi.org/10.1016/j.rasd.2020.101515.
How to Multiply and Divide Fractions – Math with Mr. J.
Multiply and Divide Mixed Numbers
Adding and Subtracting Negative Fractions
Multiply Negative Fractions
Divide Negative Fractions
Supplemental Documents
Grade 5-7
Worksheets to be distributed to students– addition and subtraction of fractions
Questions and Answer to Post or Display on Board for Measurement of Success Component
Question
Answer
1
¼ + ¼
2/4 or 1/2
2
7/9-1/6
11/18
3
⅝ – ⅜
2/8
4
While cooking a stew, Brody used 2/5 of a shaker of salt and 1/5 of a shaker of pepper. How much more salt did Brody use?
⅕ shakers
5
¾ – ⅗
3/20
6
8/10 – 2/10
6/10
7
When Jessica had one cat, she needed to serve 1/3 of a can of cat food each day. Now that Jessica has adopted a second cat, she needs to serve a total of 2/3 of a can each day. How much extra food is needed to feed the second cat?
⅓ of a can
8
Mrs. Hong baked apple pies for her family. The boys ate 9/10 of a pie and the girls ate 1/10 of a pie. How much more pie did the boys eat than the girls?
8/10 of a pie
9
9 /10 – 1/2
4/10
10
1/9 + 2/9 + 5/9
8/9
11
Each day, the polar bear at Lee’s zoo eats 1 2/5 buckets of trout and 1 2/5 buckets of salmon. How many buckets of fish does the polar bear eat daily?
2 ⅘ buckets
12
In preparation for a picnic, Katy made a salad with 1/2 of a bag of iceberg lettuce and 1/6 of a bag of Romaine lettuce. How many bags of lettuce did Katy use in all?
4/6 bag
13
1/11 + 3/11 + 6/11
10/11
14
4/12 + 2/6
8/12 or 2/3
15
10 3/7 + 1 5/7
12 1/7
16
Tina realizes that she had 9/10 of a box of baking powder yesterday, but the supply is now down to 7/10 of a box. How much more baking powder did Tina have yesterday?
2/10 of a box
17
⅚ – ¼
7/12
18
Planet X is 7/10 of a light-year away from Earth. Planet Y is 2/5 of a light-year away from Earth. How much farther away is Planet X?
3/10 light years
19
16 4/11- 5 5/11
10 10/11
20
16 1/9 – 10 4/9
5 2/3
Grade 8
Worksheets to be distributed to students– multiplication and division of fractions
