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# CAEP/ACEI Assessment #3: Lesson Plans Updated for TE 331: August 2015 1

## MATHEMATICS LESSON PLAN TEMPLATE

Name: Lily Brown Host Teacher: Mrs. Franz
Date Lesson will be Taught: April 13, 2016 School: Martin G. Atkins Elementary
Lesson Topic: Equivalent Fractions

## Common Core State Standards Mathematics (CCSS-M):

CCSS.MATH.CONTENT.3.NF.A.3.A
Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
CCSS.MATH.CONTENT.3.NF.A.3.B
Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by
using a visual fraction model.
Standard for Mathematical Practice
SMP 5: Use appropriate tools strategically.

Lesson Objective(s):
1) Mathematics Content Lesson Objective(s):

Students will recognize fractions are equivalent if they are the same size or have the same amount shaded in and then defend their
reasoning through words or pictures.
2) Mathematical Practice Lesson Objective:
Students will use the visual paper plate model to represent equivalent fractions appropriately.

## Prerequisite Knowledge and Skills:

Recognize that a fraction is a number that represents part of something
Know that the denominator is the bottom number in the fraction
Have some background knowledge that the denominator is the number of equal parts that make up a whole
Know that the numerator is the top number in the fraction
Have some background knowledge that the numerator is the number of equal parts being counted/used
Recognize that equal does not mean the answer to an equation/problem, rather equal means the

Potential Misconceptions
All fractions are equivalent
To be equivalent, two fractions must have the same numerator
To be equivalent, two fractions must have the same denominator
The more parts you have, the bigger amount you have, when in fact, the greater the number of pieces they smaller they are
so they equal the fractions involving numbers of bigger pieces.

Vocabulary:
Fraction: a number that represents part of something
Part: only some of something, not the whole thing
Whole: a shape, length, group, item, or number that can be divided into equal parts
Numerator: the top number of a fraction that shows the number of equal parts being counted or used
Denominator: the bottom number of a fraction that shows the number of equal parts that make up a whole
Divide: to break or split something into equal shares
Fraction bar: line between the top and bottom numbers of a fraction
Equivalent Fractions: different fractions that are the same amount

## Materials, Equipment, Technology:

Teacher Materials:
Elmo
Computer
Vocabulary Visual
CAEP/ACEI Assessment #3: Lesson Plans Updated for TE 331: August 2015 2
Writing Utensil
Paper Plates
Scissors
Ruler

Student Materials:
10 paper plates per group (60)
1 handout per student (23)
1 pencil per student (23)
1 chromebook per student (23)

If the technology does not work, students will complete the exit slip activity at their desk using white board and dry-erase markers. Vocabulary will
be displayed with the poster board.

Handouts, Worksheets, Visual Aids: (These are to be included at the end of the plan.)
Screenshots of the Nearpod presentation will be attached to the lesson. This will be used to review the fraction vocabulary and assess
how much students remember.
The independent practice handout is attached to the lesson. Students will use it to answer questions and keep track of their work with the
story problem.
A vocabulary visual has been attached to the lesson. A poster board equivalent will be on display at the front of the room throughout the
lesson.

Legal/Ethical Issues:
Student work will be kept confidential by only using the first name and first letter of the last name for records. It will only be shared with the
classroom teacher and parents of the student. Students will not be photographed or recorded, but the students work could be photographed
for assessment purposes.

Sources:

## Equivalent Fraction Activities. (n.d.). Retrieved April 03, 2016, from

http://www.lakeshorelearning.com/general_content/free_resources/teachers_corner/lessonplan.jsp?lessonplan=equivalentFraction

Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2016). Elementary and middle school mathematics: Teaching developmentally.
Saddle River, NJ: Pearson Education. Chapters 4 & 15.

Bay-Williams, J.M., Karp, K.S., Van De Wall, J.A. (2013). Field Experience Guide for Elementary and Middle School Mathematics: Teaching
Developmentally. pp. 75. Upper Saddle River, NJ: Pearson Education Inc.

Anticipatory Set/Launch/Engage:
Students will start on the carpet surrounding the reading chair. They will show they are ready to learn by sitting on their bottom with
their hands in their lap and a level zero voice.

Throughout the lesson students will be asked to agree/disagree with each other. They will be using sign language A and D to silently
show me their answers as to not disrupt the lesson.

Today we will be learning about equivalent fractions and how understanding these kinds of fractions can help us solve our own problems in the
future.
Show me a silent thumbs up in your lap if youve ever gotten into an argument with a friend or brother/sister about having to share a
piece of a cookie, a candy bar or maybe some pizza.
What did you do in order to share these things?
o Call on 2 students.
1 1
So if Mrs. Franz and I decide to share a cookie, is it fair that I have this one big piece ( ) and she has this other big piece (
2 2
)?
CAEP/ACEI Assessment #3: Lesson Plans Updated for TE 331: August 2015 3
o Call on one student.
o Do you agree or disagree with the statement that _________ just made?
1 2
What if I still have this one big piece ( ) but Mrs. Franz now has these two small pieces ( ), now is it fair?
2 4
o Call on one student.
o Tell me why you think that?
o Do you agree or disagree with the statement that _________ just made?
o ___ can you tell me what ___ just said in your own words?
1 2
This piece of cookie that I have is and these two pieces that Mrs. Franz had are . These are called equivalent fractions.
2 4
Call on one student to share the definition of a fraction.
o Do we agree or disagree with the statement that _________ just made?
Discuss the listed vocabulary words (fraction, numerator, denominator, part, whole, fraction bar)
o Show visuals that have definitions pre-written on chart paper
o Draw examples on the chart paper
Lets look at one more word. Earlier I said mine and Mrs. Franzs cookie pieces were equivalent fractions. Equivalent is kind of a big
word, so how about we take a deeper look at it before we get started.
Have the following three sentences written on a piece of chart paper, read them aloud to the students.
o 5 dimes are equivalent to 2 quarters
o 3 + 5 is equivalent to 5 + 3
Show me a silent thumbs up in your lap if you think you know what the word equivalent means now that Ive read these sentences.
o Call on one student.
o Tell me why you think that
Show equivalent definition visual and discuss with students.
o Address misconception in which people think that the more pieces someone has the more they actually have, when usually the
greater the amount of the pieces the smaller they are.
Share a story problem with the class.
o Does know where we need to start to solve this?
Tell me why you think that?
___ can you tell me what ___ just said in your own words?
o Draw/write the problem out on either chart paper at front of room or paper under Elmo.
o Does anyone know why I did that?
o Correct any misconceptions at this time.

Students will be working in groups (same as literacy station groups) to complete the upcoming activity.
How students are expected to work
o You will have 15 minutes to work in your groups
o Groups will work in different areas around the room
o Voices stay at a level one
o I must see on-task behavior at all times
o Use the given tools correctly
Be prepared to discuss
o Their given story problem and answer
o Explanation for why they believe that answer
o How they chose to represent their answer
Pass out materials and instruct students to begin working

## Body of the Lesson:

As students are working in their groups on the table arrangement problem, ask the following questions and elaborate on their answers.

Let Go
What do you know about the denominator of a fraction?
CAEP/ACEI Assessment #3: Lesson Plans Updated for TE 331: August 2015 4
What do you know about the numerator of a fraction?
How will this help me to know how many parts I need?
Show me how youve recorded all of your ideas.

## Notice students thinking and check for students understanding

Are students communicating their ideas with one another?
Do you know how to start the problem?
Tell me what youre doing here.
I see youve written _____ on your paper, can you explain that to me?

## Provide appropriate support

What do you know about the problem?
What have you tried so far? Lets try ___ first, and then put ___ here.
So now we know that _____ doesnt work, what if we try ______?
Would you like to review the parts of a fraction?
Tell me what equivalent means to you.

## Provide Worthwhile Extensions

Can you think of another way to solve this problem?
Substitute the numbers in one problem to fractions with denominators higher than 8 (10 & 12).
3
o Jayden is really hungry so he orders a pizza for lunch. The pizza has 12 slices. Jayden is so hungry that he eats of the
6
3
pizza by himself. Give a fraction other than to show how much of the pizza Jayden ate.
6
o Zoey and her friend Nyara ordered a pizza for dinner. The pizza had 10 slices and Nyara ate 5 of them. Give two fractions that
could describe how much Nyara ate.

## Decision-making from noticing

Students who can justify their groups answer and why they chose it.
o Will need to understand numerator/denominator
o Will need to understand equivalence
Ask students if they will be okay sharing with the class so you know they are comfortable and they have time to rehearse their thoughts.

Students will be working throughout the room with their groups. Give students a 5-minute and a 2-minute warning to wrap up their work before
returning to their seats. When students are done working, instruct them to clean up and quietly tip-toe back to their seats with their materials.
Bring the class together for discussion with a Ready to Learn321 (model at beginning of lesson).

Closure/Summarize/Next Steps:
Students who you selected to volunteer will share the following information with the class. Use reasoning and elaborating talk moves to
encourage students to further explain their thoughts.
What strategies did your group use to the solve the problem?
Allow students to come over to the Elmo to show their solution
What do others think about what ____ said?
Why do we think that did/did not work?
Did anyone do something similaror different?
I wonder what would happen if we had tried ____.

It is important to understand equivalent fractions so that in the future you have to share food or an object with someone, youll know the best way
to make it fair. If your sister or brother ever tries to tell you that you have more pizza than them because you have two small pieces and they have
one big one, you can show them why you both have an equal amount of pizza! Is there any other way to use this knowledge at home?

## Nearpod exit slip

Instruct students to open their web browser and go to the website listed on the board
o Live link will be created right before the lesson
Remind students of last time we used nearpod and how as a class we will move through the review together
The questions are to review vocabulary to ensure students understand before beginning the activity. (Formative Assessment)
CAEP/ACEI Assessment #3: Lesson Plans Updated for TE 331: August 2015 5

Evaluation Plan:
Evaluation will take place based on the completed handout from group work.

## Criteria 5 points 2.5 points 1.5 points 0 points

Student has correctly Student has correctly Student has correctly Student has identified Student has not
identified fractions as identified fractions as identified fractions as fractions as equivalent, identified any
equivalent if they were the equivalent if they were equivalent if they were only part of the answer equivalent fractions
same size/had the same the same size/had the the same size/had the is correct and no correctly.
demonstrated reasoning in and demonstrated in and didnt given.
through drawing and/or reasoning through demonstrate
writing. drawing and/or writing. reasoning.
Students used the visual Students used the Students used the Students did not use
paper plate model to visual paper plate visual paper plate the visual paper plate
represent fractions model to represent models but did not use model to represent
appropriately. fractions appropriately. them to represent the fractions appropriately.
fractions included
within this plan.
Student successfully Student successfully Student completed the Student partially Student did not answer
completed the nearpod completed the nearpod nearpod exit slip and completed the nearpod any questions on the
85% of the questions 85% of the questions questions correctly. less than 30% of the
correctly. correctly. questions correctly.

Diversity:

Students who need extra guidance will be placed in groups with other students who are known to stay on task and are always helpful to
their classmates. There is already one pair of students in the classroom that frequently work together so they will be placed together for
this lesson. Some students may be pulled out during class for various support services. A special education teacher is occasionally in the
room to work with specific students. Several students are not at a third grade math level so the story problems are very direct and clear In
the language used in them.

Students with diverse language proficiencies will have the choice to either vocalize their thoughts or demonstrate them in drawings or
writings when working in their groups. Some students may receive a small piece of paper that has the vocabulary words on it so they can
refer to the words when working on the problem and discussing their answers. On the handout students will have the option to use either
words, numbers or pictures to show their work. Students will receive advance warning if theyre going to share with the class so they can
have time to think about what they want to say.

The beginning of this lesson is based around a food example problem. This should be relatable to most students because there is a high
probability that they have eaten at least one cookie in their life. Students whose family struggle to put food on the table may feel sad or
discouraged if they had to relate the lesson to food when they barely get enough at home. It is important when talking about sharing with
people to provide examples other than family members for those who may not have a family. That is why it is important to consider your
classroom population before designing a lesson. For the group work, the prompts should give students the context they need to make
sense of the problem.

Differentiation: Consider the students in your classroom for differentiating planned instruction (VDW pp. 72-76):

Differentiating Content: Students are working on this problem in groups, so students of different learning levels will be able to help their
group mates understand the problem. Groups who need more support will be given a story problem with smaller numbers in it. There is
one handout that has visuals included in the story problem to help students who learn better with pictures. Students who need an
extension will be given a story problem with larger numbers in it. If students need to be challenged, ask them to consider a different way in
which they could represent their answer. Have them try the problem one more time but with larger numbers.

Differentiating Process: Students are working with paper plates that represent the fractions. This hands on manner of it will be beneficial
for students who need to physically move objects around to understand the problem. Students can also use the space on the recording
CAEP/ACEI Assessment #3: Lesson Plans Updated for TE 331: August 2015 6
sheet to solve the problem with numbers and drawings. If a student prefers to work on their own, in a quiet space they will be moved to the
back corner of the classroom for the independent work time.

Differentiating Product: On the recording sheet, students can choose to either write out their groups work or draw pictures to represent
their work. Students will also have the opportunity to share their work with the class. Students can use multiple modes of communication
to demonstrate their knowledge; group work: they can speak out loud, draw, or write when communicating with their group; whole-class
discussion: vocalize their answers, draw or write under the Elmo; recording sheet: use numbers, drawings or written words to show their
work

Home/School Connection:
Note home to parents:
Today in math, we began exploring equivalent fractions. These are fractions that have the same value as one another, even if they dont
have the same number on the bottom (denominator) or top (numerator). Throughout this lesson your child learned that mathematics can be