Behavioral Objectives

Milagros Acosta
INTRODUCTION: In this lesson, I will be going over how to adding fractions with a middle school math classroom.

1. Knowledge:This thinking skill tells you that a student can recall or recognize information, concepts, and ideas in
the approximate form in which they were learned. (define, fill in the blank, identify, label, list, locate, match,
name)
ANSWER: With 90% mastery, students will take guided notes and be able to understand how to add fractions
according to the procedures. Students will understand the fundamentals behind the rules behind adding fractions
and will have homework to asses these skills. Parents will have to sign-off on homework to allow the teacher to
know that these skills were worked on at home.

2. Comprehension: This thinking skill tells you that a student can grasp and interpret prior learning. (convert,
describe, explain, interpret, restate, summarize)
ANSWER: With 90% mastery, students will have to help mom/dad/grandparent/guardian with cooking assignment
in which adding fractions is implemented (this could be a simple cooking assignment like making cookie or baking
something). The idea behind this is that student will be thinking critically in real world problem solving. The idea of
multiplying/dividing/adding/subtracting fractions in real world problems is something the students must and need
to learn.

3. Application: This thinking skill tells you that a student can grasp and interpret prior learning. (apply, compute,
construct, demonstrate, determine, give an example)
ANSWER: Students will understand with 90% mastery, that adding + + + = 1 cup/whole with adding
fractions and baking instructions. Using real life situations or baking situations will allow students to understand
the importance of adding fractions and the practicality of this resource. Working with parents/guardian will also
implement at-home skills the student can use and enjoy/understand math in different perspectives.

4. Analysis: This thinking skill tells you that a student can examine, take apart, classify, predict, and draw
conclusions. (analyze, classify, compare, contrast, determine the factors, differentiate, examine, infer)
ANSWER: Students will understand with 90% mastery, word problems dealing with fractions and cooking
directions. For example, Mila has only a cup and needs to add 2 cups of sugar to make cookies. How many
times will Mila use the cup to make sure she only uses 2 cups of sugar for her recipe? Students will then have
to problem solve and figure out what they need to add in order to have the exact amount to make 2 cups of sugar.
Students will then be asked what would happen if Mila used too much sugar or what would happen if Mila used
less sugar than what is asked? These analysis skills will allow problem solving skills with real world problems that
will be more concrete with learning.

5. Synthesis: This thinking skill tells you that a student can originate, combine, and integrate parts of prior
knowledge into a product, plan, or proposal that is new. (change, combine, compose, construct, create, design,
find an unusual way)
ANSWER: With students understanding 90% mastery, what will Mila do if she only has cup and needs to add
all of her recipe using only cup? These problem solving skills utilizes the notes students took with adding
fractions and understanding the importance of a common denominator. If students need to add + + + = 1
cup, they will understand a common denominator and will be able to understand higher complex problems with
common denominator. If students add + + + = 4/16, they wont understand and will have to go back in
which the common denominator will be the only understandable concept with adding fractions. With Synthesizing,
you can actually use the 4/16 solution and ask why this solution in incorrect. Students will then be able to work
with this problem and problem solve much easier.

6. Evaluation: This thinking skill tells you that a student can appraise, assess, or criticize on the basis of specific
standards and criteria. (appraise, choose, compare, conclude, decide, defend, evaluate, give your opinion, judge,
justify)
ANSWER: With 90% mastery, what would happen if Mila used too much salt, or too much sugar, or too less
sugar? With Evaluation, in a learning lab, you could have students make chocolate chip cookies with too much
salt, too little sugar, or too much sugar, and have the students taste the difference. You could give one group of
students a chocolate chip cookie recipe with too much sugar, too little sugar, and too much salt, and see if the
students can tell the difference (which they will). Teacher will then ask the students with a final reflection, what the
difference was with the different recipes. With these real life problem solving skills, students will understand the
importance with math and how important adding fractions really is. All students love chocolate chip cookies, and
messing up this recipe can make a huge difference without concrete understanding of math skills. Students will
understand the importance of fractions and will identify with fractions and understand the importance they have
with not only fractions, but with Algebra, Geometry, Algebra II, and possibly Calculus. Fractions are extremely
important not only with basic math skills, but with every day problem solving skills.