Stop-Action Fractions with Pattern Blocks

Goal(s):
Students will work collaboratively to create well-crafted short stop-action videos that explain how to add, subtract, multiply and divide fractions using pattern blocks in a clear and concise manner that other students can understand. They will use storyboarding to organize their video and each member of the group will be accountable for a specific task involved in creating the video.

Specific Objectives:
Students will be able to explain and justify their mathematical reasoning with respect to understanding operations with fractions.Students will be able to work in collaborative groups filming stop-action videos. Students will be able to use digital cameras and video editing software such as MS Movie Maker or iMovie.

Required Materials:
Flip or similar video camera or document camera with video capture, computer with video-editing software such as iMovie or Microsoft Movie-Maker, access to server for video storage and viewing by other students, story-boarding graphic organizer (see links to teacher-friendly storyboard formats), pattern blocks, paper, markers.

Anticipatory Set (Lead-in):
Show a student-made short video (less than 2 minutes) explaining clearly and correctly how to add, subtract, multiply or divide fractions (using drawings, stop-action photography and pattern blocks). Explain to students that they will be given the opportunity to work in teams to create the same type of informational video and post their work on the class web page.

Lesson Plan Procedure:
Day 1
Create heterogenous groups of three-student teams.
Randomly assign an operation to be performed using fractions.
Give each team pattern blocks, and 5 X 7 cards to make notes on their process for creating and solving a fraction problem using pattern blocks.
Have teams share out with the whole class what they have accomplished.
Day 2
Hand out storyboard graphic organizer to teams.
Teams create their storyboards using no more than 6 - 8 frames to create the sequences they will be shooting. They will be writing the fraction problem, showing the fraction problem with pattern blocks and creating a voice-over script to go with their fraction problem.
Teams select names for their teams.
Teams rehearse their moves and script and select videographer, editor(s), pattern block movers, and letterer.
Day 3
Teams film their videos.
Students load their videos onto either PCs or MACs (depending on availability), loading each separate team's raw footage into a folder with the team name.
Using iMovie or Windows Movie Maker, students edit their videos and include appropriate beginning and end titles as well as their own voice-over explanations of the fraction problem they are presenting.
Closure (Reflect Anticipatory Set):
Students will watch their videos in class and conduct a peer review session utilizing the attached rubric.

Assessment Based on Objectives:
Assessment will be based on the rubric and whether students have clearly demonstrated mastery of the operation with fractions they were assigned.

Possible Connections to Other Subjects:
Video production and editing, other lessons in other areas of curriculum that would lend themselves to stop-motion video might be art, history, language arts and science.

Rubric: StoryLine Stop-Motion Techniques Directions Creativity
4 Viewer can discern a clear beginning, middle and end. Fraction problem is clearly explained and solved. Camera doesn't move and shots are seamless. Appropriate length and correct video format used. Viewer is kept interested. Video is so good it could be posted online. A real help to math learners everywhere!
3 Viewer can almost tell the story. Fraction problem is fairly well-explained, but may not be completely clear. Minimal camera moves. About two-thirds complete and the format is correct. Interesting video that would probably not generate much interest on the part of math learners.
2 Viewer is not sure what is being presented, but finds it interesting. Viewer may not be clear at all on how to solve the fraction problem Camera is shaky and some frames are clearly missing. Less than half complete but the format is correct. Pleasant video that no one outside of class would be likely to watch.
1 Viewer is unable to tell at all what the point of the video is and would not be able to solve the fraction problem based on what has been presented. Camera shakes and many frames are missing. Less than half complete and the format is wrong. Even classmates were bored watching this video.