Research Best Practices

Instrumental Language and ICT Resources

Content and Language Integrated Learning

RESEARCH BEST PRACTICES

INSTRUMENTAL LANGUAGE AND ICT RESOURCES

FOR

CONTENT AND INTEGRATED LANGUAGE LEARNING

An Educational Proposal by Eva Arbona Picot

CONTENT: Mathematics & English

LEVEL: Primary Education

Research Best Practices CLIL and ICT Grouphttp://www.uv.es/clilUniversity of Valencia Copyleft, 2016 – Eva Arbona Picot

COOKING FRACTIONS CLIL UNIT

Table of Content

BASIC DESCRIPTORS............................................................................................................ 1

UNIT DESCRIPTORS..........................................................................................................................................1

LESSON DESCRIPTORS....................................................................................................................................4

ABSTRACT............................................................................................................................... 7

ABOUT...................................................................................................................................... 8

CONTENT................................................................................................................................. 8

Fraction...................................................................................................................................................................8

Numerator.............................................................................................................................................................8

Denominator........................................................................................................................................................ 8

Least common multiple...................................................................................................................................8

Equivalent..............................................................................................................................................................9

GLOSSARY (A – Z)................................................................................................................ 10

INDEX..................................................................................................................................... 11

SELF-ASSESSMENT............................................................................................................. 14

DOUBLE BLIND PEER REVIEW........................................................................................ 15

FIRST REVIEWER............................................................................................................................................15

SECOND REVIEWER.......................................................................................................................................15

INTERACTIVE PDF TEST................................................................................................... 16

BASIC DESCRIPTORS

UNIT DESCRIPTORS

Educational Level(s) 6th Grade of Primary SchoolArea(s) 000 Mathematics & englishUnit(s) 005 Cooking fractionsNumber of Lesson(s) 005 Let’s play with equivalent fractions!

Why not use a common denominator? Addition and subtraction of fractions Multiply a fraction by a natural

number Working with cooking recipes and

baking cookiesSTUDENT LEARNING OUTCOMES (4CS FRAMEWORK)

Content Understand what equivalent fractions are. Compare fractions with different denominator. Apply the least common multiple to reduce two

fractions to a common denominator. Addition and subtraction of fractions. Multiplication of a fraction by a natural number.

Cognition Identify equivalent fractions. Analyse if two or more fractions are equivalent. Classify fractions with a common denominator. Identify where and when they must use the least

common multiple. Use the addition, subtraction and multiplication of

fractions when it’s necessary. Reflecting on the learning process.

Culture Co-operative work. Pair work. Group work. Learn to read cooking recipes. Follow instructions. Cooking and baking.

Communication Language for the Topic AND for InteractionCONTENT

OF (WHAT) Natural numbers (one, two, three, four…) Fractions Equivalent fractions Numerator/Denominator Least common multiple Add/Addition/Plus Subtract/Subtraction/Minus Multiply/Multiplication Food ingredients Kitchen tools

META-COGNITION &GRAMMAR SYSTEM

They’re equivalent fractions/They’re not equivalent fractions.

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FOR (HOW TO) These two pictures represent the same fraction, so they’re equivalent fractions/These two pictures aren’t equivalent fractions.

These two fractions have the same denominator. Let’s do the least common multiple. The least common multiple of these fractions is… A plus B is/equals/makes… A minus B is/equals/makes… A multiplied by B is/equals/makes… Draw/Skip/Reverse/Colour’s change/One card

leftCOGNITION

THROUGH (WHY) What’s this in English? Finished. Can I use the…? Can I go to…? It’s my turn. Your turn. Can you help us, please? I agree. I don’t agree. I don’t know. I don’t understand.

KEY COMPETENCES (KNOWLEDGE, SKILLS AND ATTITUDES) FOR LIFELONG LEARNING (EU ACT)

01 Communication in the mother tongue02 Communication in foreign languages03 Mathematical competence and basic competences in science and technology04 Digital competence05 Learning to learn06 Social and civic competences07 Sense of initiative and entrepreneurship08 Cultural awareness and expression

TEACHING OBJECTIVES

IDENTIFY EQUIVALENT FRACTIONS USING VISUAL SUPPORT. IDENTIFY EQUIVALENT FRACTIONS USING THE LEAST COMMON MULTIPLE TO

REDUCE TWO FRACTIONS TO A COMMON DENOMINATOR. ADD AND SUBTRACT FRACTIONS WITH COMMON AND DIFFERENT DENOMINATOR. MULTIPLY FRACTIONS BY A NATURAL NUMBER. APPLY THE LEARNED CONTENTS ABOUT EQUIVALENT FRACTIONS AND OPERATIONS

WITH FRACTIONS TO BAKE COOKIES.ASSESSMENT CRITERIA

HETERO Show interest in learning new contents. Take part in the activities of the unit. Help their classmates.

INITIAL Be able to match fractions with their pictorial representation.

Know what is the numerator. Know what is the denominator. Identify two fractions with the same denominator.

CONTINUOUS Participate actively in class, doing the activities and helping his/her partners.

FINAL Be able to identify equivalent fractions using visual support as well as the least common

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multiple to reduce two fractions to a common denominator.

SELF-ASSESSMENT Do I know what are equivalent fractions? Am I able to identify two equivalent fractions? Am I able to play the ‘UNO’ card game with my

partners? How do I play it: too slow, average or quickly? Do I feel comfortable playing this game?

MATERIALS

PRIMARY INTERACTIVE ACTIVITIES

‘UNO’ CARDS GAME

SECONDARY CARDS GAMES

OTHERS PAPER SHEETS OF ACTIVITIES

RESOURCES

PRIMARY ComputersFood ingredientsKitchen toolsOven

SECONDARY PDIOTHERS

FINAL TASK(S) BAKING COOKIES: IN GROUPS OF 4 STUDENTS, THEY ARE GOING TO BAKE SOME

COOKIES. EACH MEMBER OF THE GROUP WILL HAVE THE SAME COOKING RECIPE, BUT WITH MEASURES EXPRESSED USING DIFFERENT FRACTIONS AND OPERATIONS OF FRACTIONS. THEY MUST OPERATE FRACTIONS, CREATE EQUIVALENT FRACTIONS AND UNIFY MEASURES IN ORDER TO BAKE COOKIES WITH THE CORRECT QUANTITY OF EACH FOOD INGREDIENT.

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LESSON DESCRIPTORS

Unit 005 Cooking fractionsLesson 001 Let’s play with equivalent fractions!

LEARNING OUTCOMES (4CS FRAMEWORK)Content Understand what equivalent fractions are.

Compare fractions with different denominator. Identify equivalent fractions.

Communication

Natural numbers (one, two, three, four…) Fractions Equivalent fractions Numerator/Denominator They’re equivalent fractions/They’re not equivalent

fractions. These two pictures represent the same fraction, so

they’re equivalent fractions/These two pictures aren’t equivalent fractions.

Draw/Skip/Reverse/Colour’s change/One card left What’s this in English? Finished. Can I use the…? Can I go to…? It’s my turn. Your turn. Can you help us, please? I agree. I don’t agree. I don’t know. I don’t understand.

Cognition Identify equivalent fractions. Analyse if two or more fractions are equivalent. Reflecting on the learning process.

Culture Co-operative work. Pair work. Group work.INTRODUCTION In this lesson, we’re going to introduce what the equivalent

fractions are. Then, the students will practice the identification of equivalent fractions with visual support and pictorial and numerical representations of the fractions.

ACTIVITIES

REVISION Kahoot : First of all, we need to know what previous knowledge have our students. So, we’ll do a Kahoot quiz about fractions’ knowledge, asking them about what is a fraction, identify numerator and denominator and match fractions with their pictorial representation.https://play.kahoot.it/#/k/165a89cc-31d7-4718-a3c0-a37da492f3b9

WARM UP ACTIVITIES

YouTube video : The students will see a video explaining what are the equivalent fractions and how to find them with some visual and audio support.

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https://www.youtube.com/watch?v=mU5249bHGuc

MAIN ACTIVITIES

Matching equivalent fractions : The students are going to play matching equivalent fractions hidden in a set of cards face down. This game will be available with paper cards and, also, in an interactive way, created with Exe-learning.

Fractions game : The students are going to play with a game made with Scratch, which consists in moving a dinosaur in order to touch the equivalent fractionsfor one given.https://scratch.mit.edu/projects/137176980/#player

‘UNO’ card game : In groups of 4 students, play the ‘UNO’ card game with fractions’ cards. The game has the same rules, but the number cards have been remove by fraction cards (pictorial and numerical) that allows the students play the game using equivalent fractions.

WANT TO KNOW Finding equivalent fractions : For those who need more advanced activities or finished before the others, they will have a paper sheet with some fractions written on it. They must find equivalent fractions to those and represents both fractions with draws.

REINFORCEMENT Comparing fractions : The students will practice and compare fraction with an activity made with Scratch that allows them to represent two fractions and compare them. They can use this activity to help themselves resolving the other activities.https://scratch.mit.edu/projects/137175824/#player

ASSESSMENT

HETERO Show interest in learning new contents. Take part in the activities of the unit. Help their classmates.

INITIAL Be able to match fractions with their pictorial representation.

Know what is the numerator. Know what is the denominator. Identify two fractions with the same denominator.

CONTINUOUS Participate actively in class, doing the activities and helping his/her partners.

FINAL Be able to identify equivalent fractions using visual support.

SELF-ASSESSMENT

Do I know what are equivalent fractions? Am I able to identify two equivalent fractions? Do I win the last game? Do I feel comfortable doing these activities?

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REFLECTIONS Has been useful this lesson? What changes does it need?

How was the level of the class (content and language)? Was it difficult or easy?

How much did they learn about equivalent fractions?

Did they know what are equivalent fractions? Are they able to identify equivalent fractions?

MATERIALS

PRIMARY INTERACTIVE ACTIVITIES

‘UNO’ CARD GAME

SECONDARY PAPER SHEET OF ‘WANT TO KNOW’ ACTIVITY

OTHERS PAPER CARDS GAME OF ‘MATCHING EQUIVALENT FRACTIONS’ ACTIVITY

RESOURCES

PRIMARY ComputersSECONDARY PDIOTHERS

Cross Curricular LearningUnit(s) Well-balanced diet (Science), Following and writing

instructions (Language)Observations Problem-solving skill, decision-taking skill and

constructive management of feelings skill

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ABSTRACT

This CLiL unit approaches students to the use of fractions in a real-world context by changing rations of ingredients for cooking. For this purpose, students will manipulate and play with fractions in an interactive way by using ICT resources, such as Scratch, Kahoot or Exe-learning, and they will learn playing and having fun. However, the activities can be adapted if you do not have or cannot use ICT resources. Moreover, with these activities, students will collaborate and help the others in their learning, while they will be improving their language skills in English. Finally, being fractions universal mathematical operations, this learning object may be easily adapted to some other languages (e.g. Valencian, Basque, French, etc.).

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Research Best Practices Eva Arbona Picot

ABOUT

Managing fractions is very important in every area of our daily lives but, specifically when someone buys some food at the market or follows a cooking recipe in a foreign country or using a foreign language.

In order to achieve this important aim, in this document I present a CLiL (Content and Language Integrated Learning) unit named Cooking fractions. This unit will help our students to learn about fractions while they’re using English as a working language.

This CLIL unit is proposed to the sixth course of primary education and it’s based on fractions learning, from what equivalent fractions are to how to operate with them. So, with this unit, we’ll involve all the contents of fractions that we must achieve at the end of the primary school, summarizing and recapping the previous learning, as well as adding the new issues of grade 6.

For those, it’s important to have in mind the level of English of our students too, because, if not, they won’t be able to achieve these contents owing to misunderstanding of the language. So, the activities of this CLiL unit have been design taking into account the A2 level of English established by the Common European Framework of References of Languages (CEFRL). If you’d like to use this unit with students that don’t have the same level, it’s possible that you may have to adapt it.

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Research Best Practices Eva Arbona Picot

CONTENT

The main contents of this CLiL unit are:

FractionA fraction represents a part of a whole that is divided in any number of equal parts.

Mathematically, it is written ab , being a and b natural numbers, like those in the

following example: 14 . It can be represented with images too:

NumeratorThe numerator is the number located above the division line. It shows the number of equal parts that the fraction represents of the whole parts. Above, in the

example, the numerator is the number 1 of 14 .

DenominatorThe denominator is the number located below the division line. It shows the number of equal parts in which the whole is divided. Above, in the example, the

denominator is the number 4 of 14 .

Least common multipleThe least common multiple is used to add or subtract fractions with different denominator, because it allows to unify the denominators of those fractions creating another one new. To calculate it, it is used the smallest number that two or more numbers have in common. Let’s clarify it with an example:

14+ 26=?

4 and 6 are different denominators, so we need to use the least common multiple. First, we decompose the denominators in divisors:

4=2×26=2×3

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Then, we choose the higher representation of the common and non-common numbers. So, in the example, we’re going to choose the two 2 of 4 and the 3 of 6. We don’t choose the 2 of 6, because 4 has two 2 and it’s higher.

After that, we multiple this numbers and get the least common multiple.

2×2×3=12

In our example, the least common multiple is 12.

EquivalentTwo fractions that represent the same or are equal in value are equivalent. For

instance, 12 and

24 are equivalent fractions, because both represent half of the

whole.

The least common multiple is used to find common denominators and create equivalent fractions in order to add or subtract them.

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Research Best Practices Eva Arbona Picot

GLOSSARY (A – Z)1

denominatornoun

the number in a fraction that is below the division line. It shows the number of equal parts into which the whole set is divided.

In the fractions 1/8 and 7/8, 8 is the denominator.

equivalentadjective

the same as or equal to another in value, measure or meaning.2/4 and 3/6 are equivalent fractions.

nounsomething that is the same or equal.

The fractions 1/3 and 2/6 are equivalent.

fractionnoun

1. a part or very small part of a whole.I found only a fraction of my lost money.

2. a number written as one number divided by another (separated by a hyphen).

The fraction "two-fourths" (2/4) is the same as "two divided by four."

least common multiplenoun

the smallest number that two or more numbers have in common. The least common multiple is exactly divisible by these two or more whole numbers.

Fourteen is the least common multiple of two and seven.

numeratornoun

the number in a fraction that is above the division line, over the denominator.In the fraction 5/6, 5 is the numerator.

INDEX

1 Created by using Wordsmyth.

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A

Addition · 1, 8

C

CLIL unit · 7common denominator · 3cooking recipes · 1

D

denominator · 1, 2, 3, 4, 5, 8, 9

E

equivalent · 1, 2, 3, 4, 5, 6, 7, 9equivalent fractions · 2, 3, 4, 5, 7

F

fractions · 1, 2, 3, 4, 5, 6, 7, 8, 9

L

Least common multiple · 1

M

Mathematics · 3, 1Multiply · 1, 2

N

NUMBER · 1, 2, 5, 8, 9Numerator · 1, 4

P

Primary School · 1

S

subtraction · 1, 8

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APPENDIXES

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SELF-ASSESSMENT

Personally, thinking and creating this unit I felt comfortable, even though to create learning nuggets to teach it’s difficult because you need to know how to organize contents and students in a meaningful way but in little chunks of information. However, I think that’s a wonderful mode of teaching contents in English through ICTs, since they learn playing and they change of content before they could be bored.

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DOUBLE BLIND PEER REVIEW

FIRST REVIEWER

SECOND REVIEWER

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INTERACTIVE PDF TEST

Name Surname

1. A fraction is…

A part or very small part of a whole.

A way of writing two numbers together.

2. A fraction is…

A number written as one number divided by another.

A subtraction written with straight lines.

3. What is a numerator?

The number in a fraction that is below the division line.

The number in a fraction that is above the division line.

4. What does a denominator show?

It shows the number of equal parts into which the whole set is divided.

It shows the number of equal parts that it has or somebody gets.

5. What does equivalent mean?

Something that doesn’t have anything in common.

Something that is the same or equal.

Research Best PracticesUniversity of Valenciahttp://www.uv.es/clil Copyleft 2016