1. Learning
outcomes
/ Evaluation criteria
|
To know, understand and use
fraction concepts.
To describe the procedure for
finding equivalent fractions.
To reduce a fraction to lowest
terms.
To apply fraction concepts to
solve problems.
To calculate Lowest Common
Denominator.
To apply all procedures for
ordering fractions.
To operate with fractions.
To do word problems related to
fractions.
|
2. Subject Content
|
Meaning of fractions.
Equivalent fractions.
Simplify fractions.
Calculate Lowest Common
Denominator.
Compare and order fractions.
Basic operations with fractions
Use the order of operation involving
fractions.
Word problems related to
fractions.
|
3. Language Content / Communication
|
|
Vocabulary
|
Numerator.
Denominator.
Equivalent.
Fraction.
Irreducible.
Cancelling Down.
Improper fraction.
Whole.
Of.
Number line.
Simplify.
Proper fraction.
Mixed number.
Common factor.
Simplest form.
Part.
Fraction bar.
|
Structures
|
Modal verbs “can”.
Ordinal numbers.
Comparatives.
Conditional Zero.
Wh-questions.
|
Discourse type
|
Expressing ability.
Expressing opinions.
The language of fractions.
The language of comparison for
comparing fraction.
The language of operations with
fractions.
|
Language skills
|
Reading, listening and speaking
(class comunication).
|
4. Contextual (cultural) element
|
People from different language
backgrounds calculate in a different way.
Use of English units of
measurement.
Express amounts, price,
audience, etc. of a fraction.
|
5. Cognitive (thinking) processes
|
Identifying.
Clasifying.
Generalising.
Interpreting.
Reasoning.
Recognising.
Explaining.
Drawing.
Comparing.
Ordering.
Converting.
Simplifying.
Adding/Subtracting.
Multipying/Dividing.
Finding.
|
6. (a) Task(s)
|
Taks will require different
challenges, e.g. less demanding tasks include drawing fractions, getting
equivalent fractions, simplifying fractions and so on. More demandind tasks
include ordering fractions, doing operations with fractions and solving real-life
or hypothetical problems.
Project Based Learning.
|
6. (b) Activities
|
1.-Brainstorming ideas about
the topic: expect learners to use some L1 and then translate.
2.-Matching up diagrams and
fractions.
3.-Filling gaps.
4.-Multiple choice activities.
5.-Fraction jigsaw.
6.-Providing effective
scaffolding.
|
7. Methodology
|
|
Organization and class distribution /
timing
|
The methodology will be
active and participatory; in addition, it must facilitate both individual and
group learning.
The methodology will be
applied through the establishment of work habits.
Examples of problems which are
related to real-life contexts can help increase learners interest in the
subject and help them solve maths problems more confidently.
The use of L1 by learners, and
sometimes by teachers, is a bilingual strategy which helps learners
communicate fluently.
Anticipating difficulties to
learners need to be highlighted.
Flipped classroom.
|
Resources / Materials
|
On-line dictionary with audio
function to hear maths vocabulary pronounced.
Adapted materials.
Own material.
Open Educational Resources
(pictures, animations, videos, songs, etc.).
|
Key Competences
|
Mathematical competence.
Communication in a foreign
language.
Digital competence.
Learning to learn competence.
Cultural awareness and
expression.
|
8. Evaluation (criteria and instruments)
|
Assessment is formative and
summative. Performance assessment involves students in demonstrating their
knowledge of content and language. It can involve individuals, pairs or
groups of learners.
Teacher observes students
completing the tasks and assess development of communicative and cognitive
skills: evidence of justifying opinions (communication), reasoning (cognitive
skill) and co-operative turn-talking (attitude).
Teachers record the date they
observed students accomplishing the different tasks.
|
Feel free to use this template. Thanks for attributing the source.
A first sample of this template has
been published at:
Pérez
Torres, I. 2009. "Apuntes sobre los principios y características de la
metodología AICLE" en V. Pavón, J. Ávila (eds.), Aplicaciones didácticas
para la enseñanza integrada de lengua y contenidos. Sevilla: Consejería de
Educación de la Junta de Andalucía-Universidad de Córdoba.171-180.
It is mainly based on the hands-on
experience at designing units and on conversations with experts and peers. The
theory of the 4Cs by Do Coyle has also been taken into account. This theory has
been shown in various publications, such as: Coyle, D., Hood, P. and Marsh, D.,
2010. Content and Language Integrated Learning. Cambridge University Press.
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