Rhonna Horney

Instructional Unit
Fourth Grade Math
EDUC 472
March 10, 2018
 Student Interest Survey

• Most of my students prefer math over reading.

• Majority live in a less traditional home
• Sports is a large hobby in my classroom
• The boy to girl ratio is 15:7
 LESSON 1 (Direct)

INSTRUCTIONAL UNIT
DATE: GRADE Level: LESSON TITLE:
4th Grade Fractions
TEACHER:

Rhonna Horney 3/10/18

SUBJECT (Content LESSON
Area): OBJECTIVE(S):
Students will be able to
Math define a fraction, and
name it’s parts. Students
will also be able to add
and subtract fractions
with common
denominators.

LESSON STANDARDS

Common Core/Content Standard(s)

4-NF-3a. Understand addition and subtraction of fractions as joining and separating parts
referring to the same whole.

New ELD Standard

ELD.PI.4.5 Em-Listening actively Demonstrate active listening of read-alouds and oral

presentations by asking and answering basic questions, with prompting and substantial
support

Culturally Responsive Pedagogy

List one strategy and activity and provide rationale as to why they meet the criteria for
CRP.
ADAPTATIONS FOR LEARNERS
Adaptations for ELs RATIONALE REFLECTION

Partner Share- through
guided practice and
independent practice
-Allows students to discuss
their answers and processes
without having the worry of
speaking in a large group
setting
All adaptations were used
and I found beneficial for the
EL students. During partner
share I was able to overhear
some EL students speaking
 and I found it beneficial to
Echo Reading- of definition -Allows students to practice be able to have them
proper pronunciation, yet not speaking with a peer. Echo
doing it alone. reading is a simple tool I
often forget to use. Having
Visual Cues- on anchor chart -Allows students to make this resource written in my
connections between plans was beneficial and
academic vocabulary and used. Using visual images on
verbal explanation. the anchor chart allowed the
students to look back and
make connections which I
was able to actively see
through the lesson.

Adaptations for Special RATIONALE REFLECTION

Challenges
These adaptations are things
Special Challenge: ADHD that I constantly use in my
classroom in a majority of
Brain Breaks -Teacher will allow students my lessons. I find them to be
to stop during instruction and useful and beneficial to the 6
guide them through a students who have ADHD in
movement activity. This my class. One thing I could
allows students an work on is wait time and I
opportunity to move during believe that goes hand in
an appropriate time. hand with extended time.
Overall, my students could
Fidgets -ADHD students will be benefit from being given
allowed a fidget during more time.
duration of lesson. Allowing
them to have something in
their hands will allow for
less distractions.

Extended Time -Students will be given extra

Multiple Intelligences
Addressed
Visual- Anchor Chart
time to complete notes.
RATIONALE
-An anchor chart will be
made to provide a visual for
students to refer back to for
REFLECTION
From experience, my
students benefit from having
a visual representation to
refer back to. Laying out the
anchor chart prior to

Logical- Fractions
Linguistic- Academic
Vocabulary
the duration of the unit
lesson.
-Students use logical skills to
interact and understand
adding and subtracting of
numbers in fractions.
-Adding academic
vocabulary to the students’
realm allows for linguistic
growth.
teaching the lesson really
allowed for me to have a
“blue print” to my lesson.
Reviewing and highlighting
the academic vocabulary
related to fractions and using
them repetitively allowed for
my students to also
incorporate them in their
conversations.

ASSESSMENT

STRATEGY FOR ASSESSMENT

Students will complete 3 independent practice questions as an exit ticket.

LEARNING ENVIRONMENT
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
Math Spiral Notebooks
Pencils
Exit Tickets

INTO, THROUGH, and BEYOND

INTO
● Activate Prior
Knowledge
-Students will complete the
first two sections of a Know,
Want to Know, Learned
(KWL) Chart
● State
objectives/lesson
importance
- Students will be able to
define a fraction, and name
it’s parts. Students will also
be able to add and subtract
fractions with common
denominators.
-Teacher will read first
-Teacher will then conduct
an echo read
-Teacher will state the
importance of understanding
fractions for unit and use real
life examples to allow
students to make connection.
RATIONALE
- Completing a KWL chart
will allow students to recall
information they have
learned previously in regards
to fractions.
-By the teacher modeling the
reading of the objective,
students will be able to
observe proper fluency and
pronunciation.
-Allowing EL students the
opportunity to repeat the
objective out loud without
being put on the spot to read
alone to large group.
-By including real life
examples, students are able
to understand why and how
this information can be
useful in the future.
REFLECTION
The students were active and
engaged while filling out the
KWL chart. They had a very
basic understanding (or
ability to recall) information
regarding fractions.
Modeling the proper fluency
of the objective was a great
strategy for all levels of
learners. The more advance
learners were able to break
down the meaning of the
whole objective for the
entire class so everyone was
aware of what that lessons
goal was.
THROUGH
● Explain and model
new material
-Teacher will make anchor
chart while explaining the
definition of a fraction.
-Teacher will explain the
fractions can only be added
and subtracted if there is a
common denominator.
-Teacher will check for
understanding of knowledge
of common denominator
-Teacher will model 2
equations
● Guided practice
-Teacher will present 3
equations to the class and
use popsicle sticks to choose
students at random to help
solve each equation
● Check for
Understanding
-Teacher will provided extra
equations and use “Thumb
Up, Thumb Down” to check
for understanding of the
three equations.
RATIONALE
-Making a visual while
introducing fractions will
allow for students to make
connections and refer back
to chart during further
lessons.
-Allowing the teacher to
model thinking and process decided to add because of
of adding and subtracting
fractions, students will
understand expectations and notes and scribing. Doing
reach objective.
-Using popsicle sticks to
choose students to help solve to use more often when
problems allows for a fair
and unbiased choice of
students.
-Using thumb up and thumb
down interaction allows for
teacher to use diagnostic
assessment to check for
initial understanding. From
there teacher will be able to
proceed however necessary.
REFLECTION
-During explaining and
modeling of the new
material I was prepared with
all the resources and
information I wanted to
teach, however, I believe this
allowed me to have a poor
amount of wait time, anxious
to move on to the next step
or portion of the lesson.
Students were given their
own mini copy of the layout
of the anchor chart. This was
a last-minute adaptation I
the trouble my students
sometime have when taking
this allowed for student to
have organized and readable
notes, while staying on task
to complete their sheet. This
is definitely a strategy I plan
introducing other topics.
During guided practice, my
wait time could have been
longer while allowing the
students to assist me with
solving the problems.

BEYOND
● Independent practice
-Students will use an exit
ticket to complete 3
equations on their own.
● Check for
Understanding
-Teacher will collect exit
tickets and correct answers
to check for understanding.
REFLECTION
RATIONALE
Upon further review, the exit
tickets revealed that the
students overall grasped the
-Using an exit ticket allows
concept of adding and
students to be held
subtracting fraction with
accountable for their
common denominators. The
independent understanding
exit ticket paper set an
of material.
expectation for the students
that the practice equations
were not just staying in their
-By allowing the teacher to
math spirals, and would be
grade at a later time will
reviewed by me.
allow for teacher to collect
data and make an valid
decision as to how to
proceed with the unit lesson.
 LESSON 2 (Inquiry)
INSTRUCTIONAL UNIT
DATE: GRADE Level: LESSON TITLE:
4th Grade
TEACHER: M&M Fractions

Rhonna Horney 3/10/18 SUBJECT (Content

Area): LESSON
OBJECTIVE(S):
Math
Students will be able to
create fractions using
M&Ms and make
prediction and conclusion
to driving question.

LESSON STANDARDS

Common Core/Content Standard(s)

4-NF-3- Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

New ELD Standard

ELD. PI. 4.1 Ex. Exchanging information/ideas Contribute to class, group, and partner
discussions, including sustained dialogue, by following turn-taking rules, asking relevant
questions, affirming others, and adding relevant information.

Culturally Responsive Pedagogy

List one strategy/ activity and provide rationale as to why they meet the criteria for CRP.

ADAPTATIONS FOR LEARNERS

Adaptations for ELs RATIONALE REFLECTION

Peer Mentor EL students will be sat next This lesson was not taught
to a peer mentor. This will
allow them one reliable
student who they can look to
for assistance.

Modeling I will model examples during

explanation of lesson.
Modeling provides an
opportunity for ELs to
visualize what needs to be
learned, and how they can
accomplish that.

Provide Sentence Frames EL students will be provided

a sheet with sentence frames
such as “I have ___ green
M&Ms, my partner has ___
green M&Ms”
This will allow them to
reference how to begin their
statements, to encourage
them towards an answer.

Adaptations for Special RATIONALE REFLECTION

Challenges
This lesson was not taught
Special Challenge: Autism

Noise Canceling -Students with Autism have

Headphones noise cancelling headphone
available. This will allow
students to be less stimulated
by reducing the noise and
distractions around them.

Simplistic Instructions -Teacher will give

instructions simplistically, so
students can best understand
their expectations.
Positive Reinforcement
Multiple Intelligences
Addressed
Logic- Math basis
Intrapersonal-Self
exploration when making
generalizations
Kinesthetic- Moving around
room and Manipulating
M&Ms
ASSESSMENT
STRATEGY FOR ASSESSMENT
Students will make a prediction and conclusion to driving question.
-Teacher will acknowledge
students’ positive behavior
and limit negative talk such
as “don’t” and “stop”. This
allows for the students to
have positive interactions
throughout the lesson.
RATIONALE REFLECTION
This lesson was not taught
-Logic is used to create
fractions.
-Students are able to explore
different possibilities while
gathering data, which allows
them to relate to the content.
-Students are able to
incorporate movement and
manipulation into the lesson
which allows students to be
at the center of their
learning.
LEARNING ENVIRONMENT

MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED

M&Ms
Math Notebook Spirals
Activity Sheet

INTO, THROUGH, and BEYOND

INTO
• State Objective
Students will be able to
create fractions using
M&Ms and make prediction
and conclusion to driving
question.
-I will read the objective to
the class.
- -Echo reading allows an
They will then echo it back
in portions after me.
• Activate Prior
Knowledge
-Students will recall what
prediction and conclusion
means
REFLECTION
RATIONALE
This lesson was not taught
-Reading the objective out
loud to the class provides
modeling for EL students
and special challenge
students.
opportunity for EL students
to practice their speech and
language.
-By incorporating previous
used science terms, students
will be able to relate to
previously learned academic
language.
 • Explain Driving
Question
-When given a scoop of
M&Ms, what is the
likelihood that you will get
the same fraction of green
M&Ms as one or more of
your peers?
-I will read the objective to
the class.
-They will then echo it back
in portions after me.
• Show examples
-Modeling examples give
-Teacher will use document students an understanding of
camera to separate and create expectations
fractions from given M&Ms
• Give Instructions
-Students will be instructed
to separate M&Ms and
create fractions for each
color.
THROUGH
• Guide Students
Through Research
-Students will be instructed
to make prediction towards
driving question, and think,
pair share it with their
neighbor.
-Reading the driving
question out loud to the class
provides modeling for EL
students and special
challenges.
-Echo reading allows an
opportunity for EL students
to practice their speech and
language.
-Giving detailed and straight
forward instruction allows
for students to follow
directions easily and without
distraction.
REFLECTION
RATIONALE
This lesson was not taught
-By allowing students to
work with a partner, they
will be able view each
other’s different perspectives
and approaches that the
other may not have
considered.
 • Guide students as
they analyze
data/make
generalizations
-Students will be able to -By creating a line plot,
create a class line plot to see students will be able to get
if any of their peers got the up and move, yet limit the
same fraction of green amount of noise which will
M&Ms as any of their peers. allow of less distractions.

REFLECTION
RATIONALE
BEYOND This lesson was not taught

• Students
identify/create
additional examples
-Students will then be able to -Allowing the students to
do the same the other colors complete with whole process
of M&Ms on their own, creating
additional examples, enables
them to continue to take
control of their learning

-Conclusion- Students will -This will allow for
make a conclusion based on assessment
the class data

 LESSON 3 (Cooperative)
INSTRUCTIONAL UNIT
DATE: GRADE Level: LESSON TITLE:
TEACHER: 4th Grade Fraction Skits

3/10/17 SUBJECT (Content

Rhonna Horney
Area): LESSON
OBJECTIVE(S):
Math
Students will incorporate
performing arts to solve
word problems involving
addition and subtraction
of fractions.

LESSON STANDARDS

Common Core/Content Standard(s)

4-NF-3d. Solve Word Problems involving addition and subtraction of fractions referring
to the same whole and having like denominators, e.g., by using visual models and
equations to represent the problem.

New ELD Standard

ELD. PI. 4.1 Ex. Exchanging information/ideas Contribute to class, group, and partner
discussions, including sustained dialogue, by following turn-taking rules, asking relevant
questions, affirming others, and adding relevant information.

Culturally Responsive Pedagogy

List one strategy/ activity and provide rationale as to why they meet the criteria for CRP.

ADAPTATIONS FOR LEARNERS

Adaptations for ELs RATIONALE REFLECTION

Small Groups (About 3-4 Students will be placed in Having the groups
students) small groups. Working with preplanned seemed like the
small groups gives ELs the best idea for majority of my
chance to communicate and students. Because my school
give input with their peers incorporates independent
without feeling pressured to study, our attendance always
share with the whole group, fluctuates and is undeniably
yet a small enough group to inconsistent. This made
still have the expectation to preplanning groups have to
contribute. happen on the spot after
Modeling seeing which students had
Teacher will model proper arrived.
language. Modeling provides
an opportunity for ELs to Modeling language included
visualize what needs to be echo reading and repetitive
learned, and how they can explanations.
accomplish that.
Although extended time is
Extended Time Groups that have EL necessary, my wait time was
students in them will be short, not allowing enough
given extended time. This time to think, process, and
will allow more time for share from my students.
processing and
communicating dialogue
within the group.

Adaptations for Special RATIONALE REFLECTION

Challenges

Special Challenge: ADHD

Stay on Task Cue Students will be cued with a
finger touch motion. Having
a cue to remind students with
ADHD to stay on task will
allow for less distractibility
and more work time to
complete task at hand.
Preplanned groups Teacher will make
predetermined groups.
Being consistent with the
ADHD students in my class
is important. Using a “stay
on task cue” is something
one of my parents
encouraged and has been
extremely useful for a
handful of my students. By
tapping each of my fingers to
my thumb one at a time,
 Having preplanned groups
will allow students with
ADHD to be placed in a
group that allows them to be
least distracted, set up for the
most success.
Positive Reinforcement Students with ADHD will be
praised when they exhibit
appropriate behavior by the
teacher giving them
compliments throughout the
lesson. This will allow
students to be encouraged to
continue to display positive
behavior.
students know to take a deep
breath and to refocus on
what they should be working
on.
Positive reinforcement, and
genuine compliments were
helpful in this lesson as the
group setting allowed for a
lot of noise, which made for
many distractions. Giving
student praise aloud also
allowed for others to get
back on task to also receive
praise.

Multiple Intelligences RATIONALE REFLECTION

Addressed

Interpersonal- Group work Allowing students to work in Including group in a

groups allows them to create cooperative lesson is a must,
dialogue and work together. but encouraging my students
to work as a tea, to touch on
Kinesthetic- Movement Movement within lessons this particular intelligence
when creating skit allows for students to be a was a focus of the lesson.
part of the lesson, keeping
them involved and engaged. Students not only formed
groups, but they
Visual- Performing skit Providing visual presentation incorporated movement into
allows for students to make their skits, and relocated as
connections to the visuals necessary to practice and
presented. work in their groups.

Logic- Solving math Using logic to solve word The skits were creative and
equation problems allows the students well performed.
to grasp the concept being
taught.

ASSESSMENT
STRATEGY FOR ASSESSMENT
Group skits will show understanding of group problems. Students will answer each word
problem before they are acted out, and will use skit to check for correctness.
LEARNING ENVIRONMENT
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
Word Problems
Student Math Spirals
White Boards
White Board Markers
Construction Paper
Glue
Scissors
Props
INTO, THROUGH, and BEYOND
INTO
• State Objective
-Objective will be presented
to the class
Students will incorporate
performing arts to solve
word problems involving
addition and subtraction of
fractions.
-First, I will read them the
objective, then we will do an
echo read, where students
will repeat the objective in
pieces after me
• Activate Prior
Knowledge
-Students will be asked to
define or give examples of
performing arts.
REFLECTION
RATIONALE
Stating the objective aloud
-Reading the objective out
was beneficial to the class
loud to the class provides
as a whole because
modeling for EL students and
everyone was able to
special challenge students.
understand the expectations
of the lesson. Echo reading
-Echo reading allows an
allowed for a focus on
opportunity for EL students
pronunciation and fluency.
to practice their speech and
language.
Students worked together to
-Allowing students to use
come to an understanding
their own words to explain
and agreement on what
performing arts, other
performing arts consisted
students will be able grasp
of.
understanding of meaning
and incorporation into lesson.
 • Team Building
-Students will be placed in
predetermined groups. They
will then complete “We
Like” activity, where
students will find a group
name.
• Give Instructions
-Students will be told that
they will be receiving one
word problem per group.
They will also be told that
they are to create a skit, or
short scene to act out, that
represents the equation that
the word problem is
describing. They will be told
that they are to work as a
group to solve the problem
and create the skit. Lastly, I
will model an example for
them.
• Roles
Students will be given roles
to hold them accountable for
participating in their group.
1- Reads word problem
2- Decides operation
(addition or
subtraction)
3- Sets up equation on
white board
4- Solves problem
-By predetermining the
groups, students will be place
in heterogeneous groups that
will set them up for the most
success with the least amount
of distractions. Completing
this activity will allow for
bonding and teambuilding
within this specific group.
- By giving the student clear
and precise directions, they
will be able to complete task,
and reach objective. Stating
skit and then short scene to
be acted out will allow
students to gain an
understanding of the meaning
of skit. By modeling an
example for them, they will
understand their expectations
to reach objective goals.
-By giving students assigned
roles, each one is held
accountable for participating
with their group members.
The team building activity
was very enjoyable. The
students got to be creative
together. Because I did not
allow students to choose
their groups, I felt as though
this was appropriate and
beneficial to everyone. It
encouraged students to
work together during the
duration of the lesson.
Instructions were given in a
clear and precise manner.
Students were able to ask
questions, but wait time for
them to ask them was not
long enough. Modeling a
sample word problem and
skit also did not happen. I
skipped over this portion as
I felt each group could have
benefit from personal
guidance from me
individually, so I spent my
time doing that instead.
Students immediately
understood what I meant by
giving roles and why I was
assigning roles. As soon as I
explained this portion, the
groups quickly caught on
and worked together to
assign the roles themselves,
which truly impressed me.
THROUGH REFLECTION
• General Cooperative RATIONALE
Learning Model
Most groups were confused

• Students will begin by their given word
-By giving students assigned
problem as they were all
working as a group, roles, each one is held
multistep problems.
each student accountable for participating
Because I chose to use my
engaging in their with their group members.
time to work with the

role. groups individually I was
able to help them
-Walking around and making understand that so they
• Teacher will be observation will allow
monitoring could successfully solve and
teacher to see participation, perform their skits.
engagement and and grasp level of
understanding while understanding from students. There was little room for
moving from group distraction, but when they
to group, observing. were they were redirected
and given a new task to
focus on and complete
which really worked for the
students.

RATIONALE
BEYOND
• Each group will -By allowing the students to
come to carpet and read the question and then
answer it allows for teacher
read their word
problem verbally. to check for understanding.
This also allows students
• Students will have an
more practice time, rather
opportunity to solve than just completing the one
the word problem on equation they were given as a
their own. group.
• The group will then
present their skit. -Incorporating performing
arts into math has been
shown to allow for students
to be successful by taking a
different approach with
teaching cross disciplinary.
REFLECTION
The students successfully
acted out their skits
accurately. They even took
it upon themselves to use
props to really get the idea
of understanding across. I
had 8 word problems
available, but ended up only
making 4 groups. So instead
of making the students
answer the skit word
problems, I had them
complete the other 4 word
problems independently to
check for understanding.
This seemed to be better,
rather than having the group
waiting to present wait for
• Students will be able -Students are held their peers to answer their
to check their answer accountable to check their word problem.
upon the groups answer by watching the skits
finishing of the skit.
 LESSON 4 (Inquiry)
INSTRUCTIONAL UNIT
DATE: GRADE Level: LESSON TITLE:
4th Grade
TEACHER: Decomposing Fractions

Rhonna Horney 3/10/18 SUBJECT (Content

Area): LESSON
OBJECTIVE(S):
Math
Students will be able to
use fraction bars to
decompose fractions.

LESSON STANDARDS

Common Core/Content Standard(s)

4-NF-3b- Decompose a fraction into a sum of fractions with the same denominator in
more than one way, recording each decomposition by an equation. Justify
decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ;
3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

New ELD Standard

ELD. PI. 4.1 Ex. Exchanging information/ideas Contribute to class, group, and partner
discussions, including sustained dialogue, by following turn-taking rules, asking relevant
questions, affirming others, and adding relevant information.

Culturally Responsive Pedagogy

List one strategy/ activity and provide rationale as to why they meet the criteria for CRP.

ADAPTATIONS FOR LEARNERS

Adaptations for ELs
Modeling
Provide Sentence Frames
Echo Back
Adaptations for Special
Challenges
Special Challenge: Auditory
Processing Disorder
Repeat and Write
Instructions
RATIONALE
I will model examples during
explanation of lesson.
Modeling provides an
opportunity for ELs to
visualize what needs to be
learned, and how they can
accomplish that.
EL students will be provided
a sheet with sentence frames
such as “One way I found
was…”
Or “Another solution I
figured out was…” This will
allow them to reference how
to begin their statements, to
encourage them towards an
answer.
When stating the objective
and important vocabulary,
students will echo respond.
This allows for EL students
to be exposed to new
vocabulary and practice
correct pronunciation.
RATIONALE
Teacher will repeat
instruction aloud, multiple
times and will also present
them visually. This will
allow the student more
opportunities to process the
instructions and refer back to
them when needed.
REFLECTION
Modeling was beneficial to
majority of the students in
the class. EL students
seemed most confident when
examples were consistently
modeled for them.
Sentence frames were used
effectively and allowed EL
student the confidence to
correctly answer the
questions.
Echo back provided clear
and precise modeling along
with active participation
from the EL students. Their
participation was seen and
acknowledged without the
students being put on the
spot.
REFLECTION
Instructions and steps were
constantly repeated and
provided in writing for
students to be able to refer
back to. When asked what
the instructions were,
students were encouraged to
find it in writing.
Preferential Seating Student will be seated near
the teacher, with limited
distractions around. This will
allow for the student to pay
closer attention to the lesson
as a whole.
Visual Cues Teacher will incorporate
visual cues throughout the
lesson. This will allow for
student to make a connection
between visual cues and
lesson instructions and
expectations to assist them
with recalling the presented
information.
Multiple Intelligences RATIONALE
Addressed
Logic- Math basis Logic is used to decompose
fractions.
Kinesthetic- Manipulating Using manipulatives allows
fraction bars for students to engage in the
lesson to better understand
content.
Interpersonal- Think, Pair
Share Working with classmates
allows for students to
consider other perspectives
when making generalizations
towards the driving question.
Intrapersonal-Self
exploration when making Students are able to explore
generalizations different possibilities while
gathering data, which allows
them to relate to the content.
Visual- Fraction Bars Providing visuals allows
students to make connections
from numbers to pieces.
Having this student placed
near me and closer to the
board worked out well as I
was mostly at the front using
the document camera.
Hand motions were
incorporated in this lesson to
allow student to recall which
step to do in which order.
Students caught on quickly
and used them consistently
throughout the lesson.
REFLECTION
This lesson incorporated
many of the intelligences. I
find that when more
intelligences are included,
more students are able to be
overall successful. In this
lesson, the same was
observed. Keeping the lesson
flowing and moving allowed
for students to complete the
lesson successfully.
ASSESSMENT
STRATEGY FOR ASSESSMENT
Students will complete decomposition of given fractions after gathering data and making
generalizations.
LEARNING ENVIRONMENT
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
Fraction Bar Sets
Math Notebook Spirals
Hovercam and projector
White Boards
White Board Markers
INTO, THROUGH, and BEYOND
INTO
• State Objective
Students will be able to
use fraction bars to
decompose fractions.
-I will read the objective to
the class.
-They will then echo it back
in portions after me.
-Activate prior knowledge to
break down the word
“decompose” into suffix and
base word
REFLECTION
RATIONALE
I tried to coral read instead
of echo read with this shorter
objective. I found that to be
-Reading the objective out
more difficult for the class as
loud to the class provides
a whole and went back and
modeling for EL students
tried again by echo reading
and special challenges.
which allowed all students to
successfully participate.
-Echo reading allows an
opportunity for EL students
to practice their speech and
language.
-students were able to
-By breaking down
recognize the prefix de-.
“decompose” looking at its
With guidance, they gave the
prefix and base word,
meaning of it. Determining
students will be able to
the meaning of compose was

• Activate Prior
Knowledge
-Students will be asked if
they can show me more than
one way to get the sum of 5.
-Students will use
whiteboards to write down
the answers they have.
-As a class we will go over
answers students found, and
go over any they may have
missed.
• Explain Driving
Question
-When given a fraction, are
there always multiple ways
to decompose that fraction?
-I will read the objective to
the class.
-They will then echo it back
in portions after me.
• Show examples
-Use document camera to
show examples using
fraction bars.
-Example 1: 3/8
decomposes to 1/8+1/8+1/8
OR 2/8+1/8
better understand their much more difficult for
objective and driving them. But again, with
question. guidance, we were able to
determine their meanings to
overall understand the
objective.
-By including whole
numbers, students will be At first, I forgot to present
able to recall fact families the students with idea. I feel
from their previous as though if I would have
knowledge. done it prior to giving out
fraction bars, students would
-Using whiteboards will have been less confused.
allow for a diagnostic
assessment of previous
knowledge and how to
proceed with the lesson
-Allowing students to share
the answers they found
while activating prior
knowledge will allow for
positive reinforcement,
entering the lesson with -Students successfully echo
confidence. read the driving question. All
students were able to
participate and practice
language acquisition.
-Reading the objective out
loud to the class provides
modeling for EL students
and special challenges.
-Echo reading allows an
opportunity for EL students
I used the document camera
to practice their speech and
to model the steps,
language.
movements and overall
expectations of the lesson.
At this point students did not
-Modeling examples gives
have their fraction bars yet,
students and understand of
which I feel worked great to
expectations
keep their attention on the
modeling.
 • Give Instructions
-Students will be instructed
to lay fraction bars out in
front of them in an orderly
fashion so we can explore
the decomposition of
fractions together.
-Giving detailed, straight
forward, yet ambiguous
instruction allows for
students to make choices on
how to lay out their fraction
bars to best suit them.
Students were given time,
and some were assisted in
laying out their fraction
pieces in order.

THROUGH REFLECTION
RATIONALE
Students were first given a
• Guide Students sample fraction to try to
Through Research solve with their partner. As I
-Students will work with a -By allowing students to scanning and moving around
partner to decompose their work with a partner, they the room I noticed that some
first fraction together. will be able view each groups were grasping the
other’s different perspectives concepts, and others were
and approaches. not. At that point I decided
-One will be the scribe and to have all students stop. I
the other will be the -Assigning specific jobs for then asked a student to assist
manipulator each student holds each of me with modeling the
-Students will then switch them accountable for partner conversation. This
roles. participation student was one who I saw
and hear successfully
complete the partner
• Guide students as interaction. Once we
modeled the correct way,
they analyze
data/make -By encouraging students to students were given another
use intrapersonal skills, problem to accomplish with
generalizations
students will be responsible their partner. The second
-Students will be encourage to continue to investigate the time around I saw much
to continue working with driving question. more success.
fraction bars to see what
other observations they can -Moving about the room While making observations,
make about decomposing allows the teacher to observe students were sharing great
fractions. students understanding and ideas while using academic
how to best proceed with the vocabulary.
-Teacher will move about the lesson.
classroom to observe
students manipulate the
fraction bars.

-If necessary, teacher will
guide students whole group.
BEYOND
• Students
identify/create
additional examples
-Students will then be able to complete with whole process
choose a specific fraction
themselves and decompose it additional examples, enables
as many ways as possible.
-Exit ticket: Students will
decompose multiple given
fractions
-If students are not This step was done earlier
understanding the concept, when I realized students
re- explaining whole group were not understanding what
will allow for maximum I was asking of them.
guid3ed research and
understanding.
REFLECTION
RATIONALE
Students completed two
more examples on their own.
After that they did chose
their own fractions and
-Allowing the students to
decomposed them. As
students completed these, I
on their own, creating
checked their answer for
correctness.
them to continue to take
control of their learning
-This will allow for
assessment
 LESSON 5 (Direct)
INSTRUCTIONAL UNIT
DATE: GRADE Level: LESSON TITLE:
4th Grade Mixed Fractions
TEACHER (your
name):

SUBJECT (Content LESSON

Rhonna Horney 3/10/18 Area): OBJECTIVE(S):
Students will be able to
Math define a mixed fraction.
Students will also be able
to make improper
fractions to add and
subtract mixed numbers.

LESSON STANDARDS

Common Core/Content Standard(s)

4-NF-3c. Add and subtract mixed numbers with like denominators, e.g., by replacing each
mixed number with an equivalent fraction, and/or by using properties of operations and
the relationship between addition and subtraction.

New ELD Standard

ELD.PI.4.5 Em-Listening actively Demonstrate active listening of read-alouds and oral

presentations by asking and answering basic questions, with prompting and substantial
support

Culturally Responsive Pedagogy

List one strategy and activity and provide rationale as to why they meet the criteria for
CRP.
ADAPTATIONS FOR LEARNERS
Adaptations for ELs RATIONALE REFLECTION

Think, Pair Share- through -Allows students to discuss This lesson was not taught
guided practice and their answers and processes
independent practice without having the worry of

Echo Reading- of definition
Visual Cues- on anchor chart
Adaptations for Special
Challenges
Special Challenge: ADHD
Brain Breaks
Fidgets
Extended Time
Multiple Intelligences
Addressed
-Visual- Anchor Chart
-Logical- Mixed Fractions
speaking in a large group
setting
-Allows students to practice
proper pronunciation, yet not
doing it alone.
-Allows students to make
connections between
academic vocabulary and
verbal explanation.
RATIONALE REFLECTION
This lesson was not taught
-Teacher will allow students
to stop during instruction and
guide them through a
movement activity. This
allows students an
opportunity to move during
an appropriate time.
-ADHD students will be
allowed a fidget during
duration of lesson. Allowing
them to have something in
their hands will allow for
less distractions.
-Students will be given extra
time to complete notes.
RATIONALE REFLECTION
This lesson was not taught
-An anchor chart will be
made to provide a visual for
students to refer back to for
the duration of the unit
lesson.

-Interpersonal-
Communicating with partner
-Students use logical skills to
interact and understand
adding and subtracting of
numbers in mixed fractions.
-Students will interact with
each other through guided
practice

ASSESSMENT

STRATEGY FOR ASSESSMENT

Students will complete 3 independent practice questions on an exit ticket.

LEARNING ENVIRONMENT
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
Math Spiral Notebooks
Pencils
Exit Tickets

INTO, THROUGH, and BEYOND

INTO
● Activate Prior
Knowledge
-Students will be asked to
make a prediction as to how
they think mixed numbers
are added and subtracted.
This will allow them to
recall previous lessons on
adding and subtracting.
REFLECTION
RATIONALE
This lesson was not taught
-Allowing students to make
a prediction allows them to
use their critical thinking
skills and activate prior
knowledge as well.
 ● State
objectives/lesson
importance
- Students will be able to
define a mixed fraction.
Students will also be able to
make improper fractions to
add and subtract mixed
-By the teacher modeling the
numbers.
reading of the objective,
-Teacher will read first
students will be able to
-Teacher will then conduct
observe proper fluency and
an echo read
pronunciation.
-Teacher will state the
-Allowing EL students the
importance of understanding
opportunity to repeat the
fractions for unit
objective out loud without
being put on the spot to read
alone to large group.

THROUGH REFLECTION
RATIONALE
This lesson was not taught
● Explain and model

new material
-Teacher will use visuals to -Making visuals while
instruct students on how to introducing academic
make mixed numbers into vocabulary will allow for
improper fractions. students to make
-Teacher will explain the connections to definitions
fractions can only be added and steps to solve problems.
and subtracted if there is a
common denominator.
-Teacher will check for
understanding of knowledge
of improper and mixed
fraction by giving examples
and asking students to name
what type of fraction is
presented. -Allowing the teacher to
model thinking and process
-Teacher will model 2 of adding and subtracting
equations mixed fractions, students

● Guided practice
-Teacher will present 3
equations to the class and
use popsicle sticks to choose
students at random to help
solve each equation
● Check for
Understanding
-Teacher will provided extra
equations and use “Thumb
Up, Thumb Down” to check
for understanding of the
three equations.
BEYOND
● Independent practice
-Students will use an exit
ticket to complete 3
equations on their own.
● Check for
Understanding
-Teacher will collect exit
tickets and correct answers
to check for understanding.
will understand expectations
and reach objective.
-Using popsicle sticks to
choose students to help solve
problems allows for a fair
and unbiased choice of
students.
-Using thumb up and thumb
down interaction allows for
teacher to use diagnostic
assessment to check for
initial understanding. From
there teacher will be able to
proceed however necessary.
REFLECTION
RATIONALE
This lesson was not taught
-Using an exit ticket allows
students to be held
accountable for their
independent understanding
of material.
-By allowing the teacher to
grade at a later time will
allow for teacher to collect
data and make an valid
decision as to how to
proceed with the unit lesson.