Final project (lesson plan ) - Assignment Example

The whole process is art based as the students will use their artistic imaginations to come up with patterns. “Mathematics is closely related to art as by showing the students how to work out fractions, some element of art will be visible through patterns that will be used to represent fractions” (Furgerson). Learning Objective: Each student should be able to: Measure and cut square shapes of similar sizes from the printing paper. Systematically arrange the printing papers into a the construction paper Understand the basic division of numbers.

Understand fraction and perform simple fractions on the construction paper and on the chalk board. Materials: Two large Construction papers per student. The color should be different to the printing paper and also of varying hues per group. A ream of printing paper per student Sufficient number of scissors or paper cutters Steps: Session one: 1) Start this lesson by giving a brief discussion on fractions and recapping what was learnt on the theoretical class about fractions, equations and division.

Test the students understanding of the lesson by asking questions such as: What is a fraction? What is the importance of fractions in Mathematics? 2) Take students through some practical examples of fractions in the real world and ask them to cite others too. This should be repeated until all students show a high level of understanding of the topic of fraction. 3) Divide the class into groups while ensuring that there is an equal number of students per group. In the case where the number of students in the class is a prime number, the tutor should be included in the count and join one of the groups.

The tutor will however have to play a passive role to ensure the students take lead roles in their assignment. If the number is divisible in so many ways, that is, there are so many other factors of division, all these division factors should be used at different times to help the student understand division (Furgerson). Session two: 1) Introduce to the class, the materials for the session and walk them through on how to cut the shapes as follows; use a ruler to measure a ten inch by ten inch grid.

In this square, measure and mark ten equally spaced rows and a similar number of columns. This step should lead to a ten by ten 100 grids measuring one inch in dimension. 2) Cut the construction paper into a hundred pieces of an inch by an inch using a paper cutter or in the case of a scissor, use a ruler to make straight lines and cut the a hundred pieces of equal dimensions of one inch each. 3) Place ten pieces into the grid or any number that is a multiple of ten and take count together with the students.

These colored pieces count will form the numerator of the fraction while the denominator is a hundred, being the total count for the grids. Repeat this process a further two times before engaging the students in their own groups to perform the process. Help out with the cutting out of the construction paper into square pieces as necessary and start each group with a uniform number of pieces but ensure it is a multiple of ten; for ease of work, start with twenty pieces for each group. Let the groups play with easy numbers for the numerators like 30, 40, 50, and even 60 before introducing more complex numbers like 47 and 63.

Each time the students do this process, ensure that they write down the result in a