Lesson Plan | Socioemotional Learning | Fractions: Addition and Subtraction

Objective

Duration: (10 - 15 minutes)

This phase is designed to introduce students to the core theme of the lesson, clarifying key concepts and underscoring the significance of socio-emotional skills in learning fractions. By outlining the objectives, the teacher sets clear expectations for the lesson, nurturing an environment where students can collaborate and comfortably express their emotions and thoughts as they work through mathematical problems.

Objective Utama

1. Grasp the basic concepts of fractions, with an emphasis on adding and subtracting positive rational numbers represented as fractions.

2. Foster socio-emotional skills like self-awareness and self-control by understanding and managing emotions while tackling mathematical problems.

3. Encourage responsible decision-making and enhance social skills through collaborative exercises and group discussions on fraction-related challenges.

Introduction

Duration: (15 - 20 minutes)

Emotional Warmup Activity

Deep Breathing for Focus and Concentration

The selected emotional warm-up is Deep Breathing. This straightforward yet effective technique will assist students in focusing their minds and preparing emotionally for the lesson. Deep Breathing alleviates stress and fosters a sense of well-being, both vital for effective learning.

1. Instruct students to sit comfortably in their chairs, with feet flat on the ground and hands resting on their knees.

2. Encourage them to either close their eyes or focus on a point in front of them, as per their preference.

3. Guide students to inhale deeply through their nose, counting slowly to four.

4. Ask them to hold their breath for two counts.

5. Prompt them to exhale gently through their mouth while counting to six.

6. Repeat this deep breathing cycle for around five minutes, reminding students to pay attention to the feeling of air moving in and out of their bodies.

7. Once done, invite students to open their eyes and briefly share their feelings during the warm-up.

Content Contextualization

Fractions play a crucial role not just in mathematics, but also in our everyday lives. For instance, whether we are sharing a pizza with friends or measuring ingredients for a dish, we often make use of fractions. Grasping how to add and subtract fractions empowers us to solve real-world problems and make informed decisions. Similarly, just as we learn to work with fractions, it's essential to understand and manage our emotions. Navigating through fractions can teach us patience and precision, while also helping us develop socio-emotional skills like self-control and responsible decision-making.

Development

Duration: (60 - 75 minutes)

Theory Guide

Duration: (20 - 25 minutes)

1. Definitions and Concepts of Fractions:

2. Fractions represent portions of a whole. Each fraction is made up of a numerator (the top part) and a denominator (the 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 that have the same denominator, simply add the numerators while keeping the denominator unchanged.

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

7. Addition of Fractions with Different Denominators:

8. When adding fractions with different denominators, you need to find a common denominator (least common multiple - LCM) and adjust the numerators accordingly.

9. Example: 1/3 + 1/6. The common denominator of 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 the same denominator, subtract the numerators and retain the denominator.

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

13. Subtraction of Fractions with Different Denominators:

14. For subtracting fractions with different denominators, you must find a common denominator and adjust the numerators accordingly.

15. Example: 5/8 - 1/4. The common denominator of 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 performing addition or subtraction, simplify the fraction if possible by dividing both the numerator and denominator by their greatest common divisor (GCD).

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

Activity with Socioemotional Feedback

Duration: (35 - 40 minutes)

Fraction Problems in Pairs

The class will be divided into pairs to work on solutions for addition and subtraction fraction problems. This activity emphasizes not just the mathematics involved, but also collaboration and effective communication among students.

1. Split the class into pairs in a balanced manner.

2. Give out worksheets containing problems that involve adding and subtracting fractions.

3. Instruct students to collaboratively solve the problems, discussing each step to ensure comprehension.

4. During the exercise, circulate around the class to offer guidance and observe each pair's interaction.

5. Once the problems are solved, ask the pairs to go over their answers together.

6. Prompt pairs to exchange their worksheets with another group for cross-checking.

Discussion and Group Feedback

Following the activity, gather students for a group discussion. Utilize the RULER method to steer the conversation:

Recognize 🤔: Inquire how students felt while working in pairs. Were they able to identify their partner's emotions during the task? Understand 🤗: Encourage students to ponder the reasons behind the observed emotions during the activity, like frustration when faced with a challenging question or joy at solving a problem. Name 🗣️: Motivate students to articulate the emotions experienced, such as anxiety, excitement, or confusion. Express 💬: Provide an opportunity for students to share their emotions constructively, discussing how they collaborated and communicated to tackle the challenges. Regulate 🧘: Lastly, guide students to talk about strategies they can adopt to manage their emotions in future tasks, such as seeking assistance, practicing breathing exercises, or splitting responsibilities.

Conclusion

Duration: (15 - 20 minutes)

Reflection and Emotional Regulation

To reflect on the obstacles encountered during the lesson and how students coped with their feelings, consider organizing a talking circle. Ask students to share their experiences dealing with fraction problems, centering on the emotions they felt during the activity. Alternatively, encourage them to write a brief reflection in their class journals on the challenges and the strategies they applied to navigate those issues.

Objective: The aim of this activity is to inspire self-assessment and emotional regulation, aiding students in identifying effective techniques for handling difficult situations. By examining their experiences, students can recognize their feelings, understand their origins, and learn to manage them more adeptly, whether in academic settings or personal circumstances.

Glimpse into the Future

To wrap up the lesson, the teacher can prompt students to set both personal and academic goals related to what they've learned. Ask them to pen down an academic goal, like 'becoming more confident in solving fraction problems,' and a personal goal, such as 'improving teamwork skills.' Facilitate a group discussion about how these goals can be achieved and what actionable steps they should take to reach them.

Penetapan Objective:

1. Become more confident in solving fraction problems.

2. Enhance teamwork skills.

3. Learn to seek help when necessary.

4. Practice deep breathing techniques for calmness.

5. Regularly review fraction concepts. Objective: The objective of this segment is to bolster students' independence and the practical application of their learning. By establishing clear and attainable goals, students cultivate planning capabilities and self-efficacy, fostering ongoing progress in both their academic and personal journeys. This practice also highlights the importance of applying their acquired knowledge in diverse situations and pursuing continuous enhancement.