UICs College of Education

BA in Elementary education--Lesson Plan Template

Teacher
Candidate:

Catherine Carr and Tabitha Kim

Date
Taught:

March 28, 2014

Cooperating
Teacher:

Mrs. Shneider

School /
District:

Hay Elementary/
District 299

Grade:

3rd

Field
Superviso
r:

Unit /
Subject:

Fractions/Math

Lesson Title
/ Focus:

Equivalent Fractions

I. Lesson Rationale (Why?)

Learning Goals and Focus (What students will be able to do):

Students will be able to learn about and define the following term: equivalent fractions.
Students will be able to identify different equivalent fractions using visuals.
Students will be able to group equivalent fractions together from a given set of visuals.
Students will be able to list several different equivalent fractions.
Common Core State Standards:

CCSS.MATH.CONTENT.3.NF.A.3 Explain equivalence of fractions in special cases, and

compare fractions by reasoning about their size.
CCSS.MATH.CONTENT.3.NF.A.3.C Express whole numbers as fractions, and recognize
fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1;
recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
Targeted Academic Language Function (e.g. identifying main idea, recording multiple ways to solve
problems): identifying equivalent fractions, explaining and showing that a given shape can be partitioned
into different total parts/pieces and still be equal to each other, sorting equivalent fractions represented with
visuals.

Targeted Academic Language Demands (Vocabulary- every day, general subject specific words, and
subject specific word meanings/ Syntax- organizing words and phrases into structures- graphs,
sentences, formulae).
Fraction, Partition, Numerator, Denominator, Part, Whole, Equivalent Fractions

II. Instructional Strategies and Learning Tasks (How?)

Align with learning focus and state standards
Align with student learning needs of individuals and whole class
Specify differentiation approaches that will be used
Align with student academic development, social/emotional development, experiences
and/or interests
Align with the language demands of this lesson
Create a progression of learning through which students can monitor their own progress
toward the learning focus

Time
[Estimate
time to
complete
each activity]

List
Objectives,
Schedule, and
Expectations
3-5 min

Fraction
Review- 2

Learning Activities- What learning

activities do you have planned for the
students? Describe what may transpire
during the scaffolding of the lesson. How
will you hook the students into the lesson?
How will you model, and provide
opportunities for guided, shared, and
independent practice?
We will state todays lessons objectives clearly to
the students and give them a short synopsis of
what we will be doing today in math. After we let
the students know what they will be learning and
what is expected of them, we will go over
classroom expectations (specifically on how we
transition in the classroom and behave on the rug)
We will then call the students to the rug two tables
at a time (calling the tables that are the quietest).
One or two of the students may sit in chairs next
to the rug so that they can better focus and do not
get distracted by their peers.

Questions Posed: What

questions do you want to ask of
the students, and what do you
anticipate they will ask /raise
as their own questions and
answers?

How do we act on the rug? What

should we see from all students
when they are seated on the rug?
(perfect 3s) How do we behave
when we transition?-- we want to
make sure that students are
constantly reminded about how they
should behave when transitioning.
What are some things to remember
when working with your
classmates? -- we want to see that
students understand how to properly
work in groups to create an effective
and positive learning environment
for all students.

What have we learned about

fraction so far? What does the top

min
Equivalent
Fractions- 57 min.

Teacher
Model
5 min

Student and
Teacher
Model
7 min

Student
Model

Now that the students are sitting on the rug and

ready to start we will begin by briefly reviewing
what a fraction is. Then we will focus more in
detail of what equivalent fractions are. Once we
ask the students to share any prior knowledge they
may have on equivalent fractions, we will try to
come up with a definition for an equivalent
fraction as a whole class as students share their
own ideas/thoughts.. Once the class reaches an
agreement we will write it on the Anchor Chart
that we will be making for this lesson.

We will then model an example of real life

equivalent fractions. We will explain to the class
that we want to share one whole orange between
the two of us. This means that each of us will get
one half 1/2 of the orange. We will split the
orange up into individual, equal pieces and then
count how many pieces we will each get to eat.
The orange will be peeled and counted to equal
six pieces total before hand. That means that both
of us will get 3/6 of the orange, which is also
the same as .

Now that we have properly modeled this example

of equivalent fractions for the them, we will now
have the students try. We will have the some
students find equivalent fractions using pizza. We
will have two paper plates decorated like pizza.
The first one will be cut in half, the second will be
cut into eight slices. We will pass these pieces out
to the students who have been sitting correctly on
the rug, quiet, and paying careful attention to the
minilesson. The students that get pieces of pizza
will then come up, stand between us and work out
in front of the class of how many pieces of pizza

number represent? How about the

bottom number? What about when
we look at a picture of a fraction?
How can we come up with a
fraction when looking at a picture?
What are some different ways that
we can show fractions? (parts of a
whole, parts of a set) What does
equivalent mean?(Can you use the
first part of the word to make a
guess? What word might you see?)
Can anyone share a few examples of
some equivalent fractions that you
might have worked with?

If Ms. Kim and Ms. Carr want to

share this orange evenly, how much
do you think each of us will get?
How do you know? How much do
we each get if there are 6 total
pieces and we want to share it
equally again? Do you think is
the same as 3/6? Are they equivalent
fractions? How can you tell? What
might be tricky or different about
these two equivalent fractions?

Are these two pizzas the same size?

Are the slices equal? How many
slices does each pizza have? How
many slices from the pizza that is
cut into eight equal pieces fit into
one slice of the pizza that is only cut
into two equal slices? Can you
explain how you might have
produced that answer? Does the rest
of the class agree? (Thumbs up or
down) What do you notice about
these two differently-cut pizzas?

What fractions are these

pizzas/brownies broken into?

10 min

they need to fill of the first pizza. We will assist

and guide the students as needed. The class will
watch and ask the students who modeled how they
got their answer and show their listening skills
throughout as well.

Then we will pass out the slices of brownies to

some students that did not get the chance to
participate in the pizza activity. There will be two
pans of brownies. The first pan will be cut into
three large slices of brownies, the second will be
cut into six. The students will then need to work
together as a class to figure out how many
brownies from the pan cut into six we need to
equal the size of one of the brownies from the first
pan that is only cut into three.

Group
Activity15 min

Videomin

After the students finish each of these problems

we will attach (loosely with tape because we will
need to do this with all three classes) the pizza
and brownie slices on the anchor chart. We will
also write next to the slices the equivalent fraction
involved in each problem (=4/8 and =2/6 )

Now that the students are done with the

minilesson, we will send them to work in small
groups. The students will then sit at desk clusters
in their Fraction groups. Each of the four groups
will get cards with various fractions represented
visually on them. The groups will then work to
place the cards into groups of equivalent fractions.
We will be working with the two groups that need
the most support and occasionally check in on the
two groups that are more independent and
comfortable working with fractions.

Wrap Up- 5
If any groups finish early we will have them
create a problem for an exit slip. They will need to
come up with their own scenario similar to the
orange, pizza, and brownie ones we did on the
rug. If groups do not have enough time to do this
they can play a card fraction game where one

So what fractions of these

pizzas/brownies are equal?

How are these cards

similar/different? What do you
notice about some of these visual
fractions? Any similarities? Any
differences? Can you think of a way
to group them? Why did your group
collect these fractions this way?
Does the rest of your group agree
with the way these visual fractions
are grouped? How did you decided
to do that?

What are some things that we

learned about equivalent fractions
today?
Next week, we will learn even more
about fractions! We will learn about
fractions called mixed numbers.

student tells the fraction given, and asks who has

another one listed on the card.
If there is any downtime after the activity (but
before the closure), we will watch this short
youtube video on equivalent fractions.
https://www.youtube.com/watch?
v=IKYvbR9yTGQ
If a group finishes early and makes a real life
problem that involves equivalent fractions that
will be the exit slip. If the students do not have
time we will do an exit slip where the students
will need to give us two equivalent fractions to a
fraction that we write on the board (ex: give an
equivalent fraction to 1/4).

III. Assessment (How do you know?)

Assess learning (product and/or process) during lesson

Encourage students to self-assess their own learning
Assess learning (product and/or process) at end of lesson
Identify next steps/future lessons based on assessment data

Formative Assessment: The students will have several formative assessments. When we are doing the
minilesson we will give the students multiple opportunities to ask and answer questions throughout..
When some students are modeling how we are working with equivalent fractions, we will get a better
sense of which students may still need support and likewise, which students have mastered this topic.
When the students are working in groups during the activity, we will be walking around and observing
how the students are grouping these visual fractions, and assist them by providing them questions to think
about that might steer them in a better direction. The exit slip will be the last formative assessment and let
us know what part of the class needs more support in later classes.
Summative Assessment: The summative assessment will be a fractions unit test that students will take
next week or so.

IV. Instructional Materials, Resources, and Technology (What)

What materials will you need in order to teach this lesson?

What materials will students need?

Multiplication Family Sheets/Multiplication Tests

An orange (peeled and only 6 slices)

 Anchor chart (outlined, markers, and tape) (also used for exit slip if the students have
time to make one)
Colored and cut pizza plates (cut into halves and eighths)
Brownies (cut into thirds and sixths)
Fraction Cards and Visuals (Four sets each with four different groups , , , and 1
whole)
Fraction Game Cards (if they have time)
Computer and internet connection (for the video)
Post it notes for the exit slip