Lesson Plan | Socioemotional Learning | Fractions: Addition and Subtraction

Objectives

Duration: (10 - 15 minutes)

This stage aims to introduce students to the lesson topic, clarifying the main concepts and establishing the importance of socio-emotional competencies in the context of learning fractions. By highlighting the objectives, the teacher guides students on the expectations of the class, promoting a focused and collaborative learning environment where students feel safe to explore and express their emotions and thoughts while solving mathematical problems.

Main Goals

1. Understand the fundamental concepts of fractions, focusing on the addition and subtraction of positive rational numbers in fractional representation.

2. Develop socio-emotional skills such as self-awareness and self-control by recognizing and managing emotions during mathematical problem-solving.

3. Promote responsible decision-making and social skills through collaborative activities and group discussions about fraction problems.

Introduction

Duration: (15 - 20 minutes)

Emotional Warm-up Activity

Deep Breathing for Focus and Concentration

The chosen emotional warm-up activity is Deep Breathing. This simple and effective technique will help students focus, calm their minds, and prepare emotionally for the class. Deep Breathing aids in stress reduction and promotes a sense of well-being, which is essential for learning.

1. Ask students to sit comfortably in their chairs, with their feet firmly planted on the floor and hands resting on their knees.

2. Guide them to close their eyes or focus their gaze on a point ahead, if they prefer.

3. Instruct students to inhale deeply through their noses, counting slowly to four.

4. Request that they hold their breath for two seconds.

5. Ask them to exhale slowly through their mouths, counting to six.

6. Repeat this deep breathing cycle for approximately five minutes, encouraging students to focus on the sensation of air entering and exiting their bodies.

7. After the activity, invite students to open their eyes and briefly share how they felt during the exercise.

Content Contextualization

Fractions are an essential part of mathematics and our daily lives. For example, when dividing a pizza among friends or measuring ingredients for a recipe, we use fractions. Understanding how to add and subtract fractions helps us solve practical problems and make more informed decisions. Just as in mathematics, our emotions also need to be understood and managed. Learning to deal with fractions can teach us about patience and precision, while we develop socio-emotional skills such as self-control and responsible decision-making.

Development

Duration: (60 - 75 minutes)

Theoretical Framework

Duration: (20 - 25 minutes)

1. Definitions and Concepts of Fractions:

2. Fractions represent parts of a whole. A fraction consists of a numerator (top part) and a denominator (bottom part).

3. Example: In the fraction 3/4, 3 is the numerator and 4 is the denominator.

4. Addition of Fractions with Common Denominators:

5. To add fractions with equal denominators, sum the numerators and keep the denominator.

6. Example: 1/4 + 2/4 = (1+2)/4 = 3/4.

7. Addition of Fractions with Different Denominators:

8. To add fractions with different denominators, find a common denominator (least common multiple - LCM) and adjust the numerators proportionally.

9. Example: 1/3 + 1/6. The common denominator between 3 and 6 is 6. Adjust the numerators: (1*2)/6 + 1/6 = 2/6 + 1/6 = 3/6 = 1/2.

10. Subtraction of Fractions with Common Denominators:

11. To subtract fractions with equal denominators, subtract the numerators and keep the denominator.

12. Example: 3/5 - 1/5 = (3-1)/5 = 2/5.

13. Subtraction of Fractions with Different Denominators:

14. To subtract fractions with different denominators, find a common denominator and adjust the numerators proportionally.

15. Example: 5/8 - 1/4. The common denominator between 8 and 4 is 8. Adjust the numerators: 5/8 - (1*2)/8 = 5/8 - 2/8 = 3/8.

16. Simplification of Fractions:

17. After addition or subtraction, simplify the fraction if possible by dividing the numerator and the denominator by the greatest common divisor (GCD).

18. Example: 6/8 can be simplified to 3/4, since 6 and 8 are divisible by 2.

Socioemotional Feedback Activity

Duration: (35 - 40 minutes)

Fraction Problems in Pairs

Students will be divided into pairs to solve addition and subtraction fraction problems. The activity focuses not only on mathematical content but also on collaboration and effective communication among peers.

1. Divide the class into balanced pairs.

2. Distribute a worksheet with problems involving addition and subtraction of fractions.

3. Instruct students to solve the problems together, discussing each step to ensure mutual understanding.

4. During the activity, circulate the room to provide support and observe each pair's dynamics.

5. After solving the problems, ask the pairs to review their answers together.

6. Request that the pairs swap their worksheets with another pair for cross-correction.

Group Discussion

After completing the activity, gather the students for a group discussion. Use the RULER method to guide the discussion:

Recognize 樂: Ask students how they felt working in pairs. Were they able to recognize their partner's emotions during the activity? Understand 珞: Guide students to reflect on the causes of the emotions perceived during the activity. For example, frustration over not understanding a problem or joy upon finding the solution. Label ️: Encourage students to label the emotions experienced, such as anxiety, excitement, or confusion. Express : Allow students to share their emotions appropriately, discussing how they communicated and cooperated to solve the problems. Regulate 律: Finally, ask students to discuss strategies for regulating emotions during future activities, such as asking for help, using breathing techniques, or dividing tasks.

Conclusion

Duration: (15 - 20 minutes)

Emotional Reflection and Regulation

To reflect on the challenges faced in the lesson and how students managed their emotions, it is suggested to organize a talking circle. Ask students to share, in a circle, their experiences with solving fraction problems, focusing on the emotions felt during the activity. Another option is to request them to write a brief paragraph in their class journals, reflecting on the challenging moments and the strategies they used to cope with those situations.

Objective: The aim of this activity is to encourage self-assessment and emotional regulation, helping students identify effective strategies for dealing with challenging situations. By reflecting on their experiences, students will be able to recognize their emotions, understand their causes, and learn to manage them more effectively, applying these lessons in both academic and personal contexts.

Closure and A Look Into The Future

To conclude the lesson, the teacher may encourage students to set personal and academic goals related to the content learned. Ask students to write down an academic goal, such as 'solve fraction problems with more confidence,' and a personal goal, such as 'work better in teams.' Discuss as a group how these goals can be achieved and what practical steps can be taken to reach them.

Possible Goal Ideas:

1. Solve fraction problems with more confidence.

2. Work better in teams.

3. Ask for help when needed.

4. Practice deep breathing to stay calm.

5. Review fraction content regularly. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning. By setting clear and achievable goals, students develop planning and self-efficacy skills, promoting continuity in academic and personal development. This practice also reinforces the importance of applying the knowledge gained in different contexts and seeking continuous improvement.