Student Teaching edTPA Indirect Instruction Lesson Plan Template

Subject: Fractions

Central Focus: Equivalent Fractions

Common Core/Essential Standard

Objective:4.NF.1 Explain why a fraction

a/b is equivalent to a fraction (n a)/(n b)

by using visual fraction models, with attention
to how the number and size of the parts differ
even though the two fractions themselves are
the same size. Use this principle to recognize
and generate equivalent fractions.

Date submitted:

Date taught: 3/17

Daily Lesson Objective: Students will create equivalent fractions from a given fraction and
explain their reasoning with 100% accuracy.
21st Century Skills:

Academic Language Demand (Language Function

and Vocabulary):

Students will increase their fraction skills

(Life and Career Skills). They will also
use the Smartboard for pictures and
visuals (Technology). Lastly, they will
work collaboratively with one another in
groups.

Equivalent
Numerator/ denominator
Common Denominator
Multiply
Divide

Prior Knowledge: Students will know how to multiply as well as find a common denominator.
They will understand the relationships between multiples.

Activity
1. Engage

Description of Activities and Setting

Hand out paper with 3 fraction circles on it. One circle is in
3rds, one circle is in 6ths and one circle is in 9ths. Have
students use 3 different colors. On the first circle have
students color in 2 pieces of the pizza On the second, have
students color in (in a different color) 4 slices of pizza. On
the third, have students color in (in a third color) 6 slices of
pizza.
Discuss what each fraction represents
Ask the students which pizza theyd prefer to eat if
they got to eat the shaded area of the pizza (it is all the
same)

Time
5 min.

 Discuss the size of each piece of pizza and how the

affects how much each person would get to eat if you
could only eat one slice.
Have students write the fraction of each pizza under the
picture. In groups, have students observe the relationships
between the 3 different numbers.
2. Explore

Once students realize they are all equivalent, have students

show mathematically how they knew they were equivalent.
Can you multiply the numerator and denominator by a
number to get the second fraction? How about the third?
Have students discover themselves.
Now have students write 4 problems on the back of their
paper with the circle fractions.

3 min

10 min

4/5 = x/10
= 3/x
x/6=4/24
2/x=10/15
Bonus: Find a fraction equivalent to 5/7

3. Explain

In their groups, have them discuss strategies for finding the

missing part of the fraction and explain to each other how
they got it.
Pull the class back together and go over ways they figured it
out. Write problems on the board and have students come up
and show how they solved them. Go over students
explanations and ask/ discuss different ways students
completed them.

4. Elaborate
5. Evaluate
Assessment
Methods of
all
objectives/skills

Walk around observing, helping struggling students and

prompting them to think if they are stuck without telling
them answers.
Have students return to their seats and complete an exit
ticket. This will be used for assessment to prove mastery.
See below.
Students will be given a fraction and first asked to draw a
representation of the given fraction. Then they will draw a
picture representing an equivalent fraction.
Next the students will have to prove, using mathematics, how
they knew the fractions were equal.

5-7 min

Lastly, students will have to explain their reasoning of how

they knew the fractions were equivalent using their drawn
pictures and equations.
6. Assessment
Results of
all
objectives/skills
Targeted Students
Modifications/Accommodations

Student/Small Group
Modifications/Accommodations

Struggling students will be given the same

worksheet but an equivalent fraction
chosen for them. They will have to just
prove that they are equivalent and explain
why.
Materials/Technology:

Students will be in small groups for most of the

lesson and can work together. Struggling students
can ask peers or teacher for help anytime during
the activity.

Fraction circle paper

Smartboard/ Whiteboard
Notebook
3 different color crayons/ colored pencils
Reflection on lesson:
The lesson went very well. Students were attentive and interested. A few students knew the
lesson was on equivalent fractions before I had to say it. They were confident in their answers
and answered all of my questions. Having the students turn and talk was a great way for them to
check their own understanding before we went over it as a class.

CT signature: Ms. Kenny

US signature: Kristen Pashkoff

Date: 3/16
Date: 3/16