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College of Education
Lesson 10: Mixed Numbers and Improper Fractions
Name: Faye Schmidt
Grade Level: 4th Grade
School: Sioux Valley Elementary
Date: Monday, March 18th, 2019
Time: 9:00-10:00 AM
Reflection from prior lesson:
● In the previous lessons, students have been working with fractions. Although
students who have been ill are slowing joining the class again, I still plan to take
about 15 minutes to go over the concepts and strategies that were previously
learned so that everyone can be as caught up as possible. The most recent lesson
introduced mixed numbers, and this one will go even more in-depth when working
with mixed numbers and will introduce improper fractions. The previous lessons in
this chapter have gone very well, and the students have been able to successfully
meet the set objectives each day. These students have been completing
examples during class as a group and individually, submitting informal exit tickets,
and handing in a Math Workbook homework page to be graded for each lesson
so far in this chapter. Students are being assessed in various ways, both informally
and formally, and the results are being used to construct future lessons.
Lesson Goal(s) / Standards:
● Domain: Number and Operations - Fractions
● Major Cluster: Build fractions from unit fractions by applying and extending
previous understanding of operations on whole numbers.
○ 4.NF.3 - Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
● Math Practice Standards:
○ MP1: Make sense of problems and persevere in solving them.
○ MP2: Reason abstractly and quantitatively.
○ MP3: Construct viable arguments and critique the reasoning of others.
○ MP4: Model with mathematics.
○ MP5: Use appropriate tools strategically.
○ MP6: Attend to precision.
○ MP8: Look for and express regularity in repeated reasoning.
Lesson Objectives:
Faye Schmidt Page 1
TWS Lesson 10: Mixed Numbers and Improper Fractions
Chapter 8: Fractions
● By the end of the lesson, students will write mixed numbers and improper
fractions correctly with 70% accuracy.
Materials Needed:
● Each Student will need their:
○ Math Notebook
○ Pencil
○ Math Workbook
● Teacher will need:
○ Promethean Interactive Board
○ Projector
○ Whiteboard marker and eraser
○ Paper to complete example problems on
○ Pencil
○ List of example problems to complete during lesson
○ Exit tickets to check for understanding after the lesson (attached)
Contextual Factors/ Learner Characteristics:
● This classroom is made up of 28 total 4th-graders, aged 9-11. 27 of these students
will be in the classroom to complete this math lesson as a large-group, teacher-led
learning experience. When it comes to independent work time, 2 students work
on their homework assignments in an alternative setting, and 25 complete their
work independently in the general classroom. I, the student teacher, will be
leading this lesson, and my cooperating teacher, who is the classroom’s primary
teacher, will be observing and assisting students. This diverse classroom is made
up of students from a various backgrounds and learning levels, which have been
considered when planning this lesson.
● This lesson will be begin at about 9:00 AM, right after students are finished with
their Morning Meeting. This lesson will end at about 10:00, when the students will
leave the classroom to attend Library and Computer. Flex seating is also utilized in
this classroom, with several different options available each week for the students
to choose. In this classroom, there is a strict seating chart, and students are
expected to find their seats and remain in their assigned seats for the lesson.
Because of the size of the group and the arrangements of the desks, the teacher
is to remain mindful of unnecessary behaviors, such as irrelevant conversations.
These situations should be approached immediately if any issues arise during the
lesson.