Teacher Education Lesson Plan Template

Teacher: Ms. Stacy Spivey Date: 2/21/19

Title of Lesson: Fractions in Sets Cooperating Teacher: Ms. Regina Palasz

Core Components
Subject, Content Area, or Topic
Math - Geometry
Student Population
15 girls, 8 boys, 5 identified SPED
Learning Objectives
The students will be able to:
 Recognize fractions within sets
 Write proper fractions as modeled in the sets

Virginia Essential Knowledge and Skills (SOL)

Math SOL 3.2
The student will
a) name and write fractions and mixed numbers represented by a model;
b) represent fractions and mixed numbers with models and symbols; and
c) compare fractions having like and unlike denominators, using words and symbols
(>, <, =, or ≠), with models.

VDOE Technology Standards

N/A

English Language Proficiency Standards (ELPS)

N/A

Materials/Resources
- Skittles
- Ziplock bags
- “Introduction to Fractions” Flipchart
- “Skittles Fraction Sets” Chart
- Pencils
- Math Notebooks

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS
YOU WANT FOR YOUR STUDENTS?
Check if Strategy Return
Used
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
5 min *Anticipatory Set
 TTW begin by telling students that they will continue to learn about fractions. TTW
remind students that fractions are all around them and can take different forms
(when you’re talking about your age, telling time, distance, etc.). TTW refer to
previous examples that were given in lessons that the students can recall (splitting
a candy bar, tossing the beanbags, etc.).
 TTW then tell students that they can identify fractions in the class (We can even
split ourselves into fractions!)
 TTW tell them they are going to determine what fraction of the class is girls. TTW
first ask how many students are in the class. Then, TTW have the girls stand up.
TTW select one student to count the amount of girls, or TTW have the class count
as a whole.
 TTW restate the number of students and number of girls. TTW ask how to form
this into a fraction. Which number would be our denominator? Which would be our
numerator? Why? TTW record the fraction on the Promethean board.
 TTW repeat these steps to determine the fraction of boys in the class.
 TTW mention that students could split the students up in other ways, like by their
favorite color, what they were wearing, etc.
 TTW use this to introduce the word set, stating that the class represents a set (or
group) of items. TTW use this to transition into stating the objectives.

1 min *State the Objectives (grade-level terms)

I can 1. I can identify fractions in a set.
2. I can write proper fractions.

7-10 *Instructional Input or Procedure

min  TTW display slides 2, 4, and 6 of the “Introduction to Fractions” flipchart. This will
serve as a review of content from the previous day while also introducing the new
concepts about how to find fractions in sets. (Before we learn more about fractions
in sets, let’s review what we already know about fractions.)
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
  Emphasize that sometimes the whole are different objects in a set. Compare using
the illustration of cutting a pizza/breaking a chocolate bar v. distributing cookies.
 Model with the first two polygons. Count how many polygons they are and write it
as the denominator (There are 10 polygons or parts in the set). Then, count how
many trapezoids they are in the set. Write this in the numerator.
 Describe this using words, referencing the fraction that has been written ( 4 out of
10 of the polygons are trapezoids. Therefore, 4/10 of the set are trapezoids).

N/A *Modeling
 TTW model how to identify and write fractions in a set during the anticipatory set
and using the flipchart.
 The teacher will also model the first two sets of the skittles activity and how to
complete the table.

1 min *Check for Understanding

 Thumbs up, thumbs down, thumbs midway – TSW rate their understanding of the
content

15 *Guided Practice
min Skittle Sets
 TTW transition into an activity where students become familiar with identifying
fractions in sets. They will practice recognizing the fractions and writing them.
 TTW give each student a ziplock bag with 10 skittles in it (4 yellow, 3 orange, 2
green and 1 purple). TTW instruct the students not to open the bag until
instructed. TTW also give each student a Skittles Fraction Set table.
 First, TSW count how many skittles are in the bag. The teacher will note that this
number (10) represents the whole of the set. TTW record this number in the
designated section of the table under “Set 1.” TTW use this to guide students to
what the denominator of their fraction will be. (If 10 is the total amount of parts in
the set, what part of the fraction will it be?)
 TTW then instruct the students to open their bags and sort the skittles in the table
next to “Set 1” by their color (the purple skittle will go in the purple column, the
green skittles in the green column, etc.). TTW have students count how many of
the skittles are purple and ask if they can represent this with a fraction. (How
would we write this as a fraction? Add if guidance is needed: If 10 is our whole and
1 is the part that is purple, what is our fraction?). The teacher will model this using
a document camera by sorting the skittles and writing the fraction in the
designated spot of the table.
 TTW repeat this step with the other colors (green = 2/10, orange = 3/10, yellow
= 4/10).
 TTW have students calculate the total of parts. First, TSW count all of the skittles
to calculate how many parts there are total. Then, TTW represent this using
addition (1/10 + 2/10 + 3/10 + 4/10 = 10/10).
 TTW note that the denominator does not change, only the numerator. The teacher
will illustrate that by writing the fraction and comparing it to the actual total (If the
denominator was 20, that would mean that we would have 20 total parts in our set.
Our skittles didn’t magically transform from 10 into 20, did they? Only the
numerator changes because those are the amount of individual parts.)

 TTW inform the students that their whole is about to change. TTW have students
eat one orange skittle and one green one.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
  TSW count how many skittles they have now. (What is the new whole?) TTW
instruct students to write the new whole in the designated spot under “Round 2.”
Again, TTW use this to guide students to the fact that the new denominator of their
fraction will be 8.
 TTW repeat the steps conducted in the first set (sort the skittles by color, count
how many are in each column, determine how to represent each one with a
fraction, and record it in the table). While TTW still model the process, the teacher
will use more questioning strategies to help the students answer the questions
more independently. The fractions students record should be purple = 1/8, green
= 1/8, orange = 2/8, and yellow = 4/8.
 This time, TTW have students calculate the total of parts and write it as an addition
equation Then, TTW ask a student to write their equation on the board (1/8 + 1/8 +
3/8 + 4/8 = 8/8). TTW focus on identifying if students remember to only add the
numbers in the numerator, not the denominator. If remediation is needed, the
teacher will give another brief description of this concept and illustrate using
another example (i.e. 2/8 + 6/8).
 TTW transition into letting the students practice this process independently with
the last four rounds

10 *Independent Practice
min  TTW have the students write the amount of skittles they should have for each
round in their table (Set 3 = 6 skittles, Set 4 = 4 skittles, Set 5 = 3 skittles, and Set
6 = 2 skittles). TTW instruct students to pay careful attention to each amount
BEFORE they begin the table so that they only eat enough skittles to make the
correct set.
 TSW repeat the process modeled during the guided practice. They will work
independently to complete their tables. TSW calculate the totals of each set and
write their equations in their math notebooks.
 If students need a task to complete after the table as they wait on other students,
they will complete a worksheet on identifying and writing fractions in sets.
 After most students have completed their table, TSW think, pair, share about how
they got the fractions they recorded in their tables.

2 min Assessment
 TTW observe the students as they complete their tables. TTW use guiding
strategies as needed, especially for lower-achieving learners who struggle to
complete the table independently.
 TTW collect their tables to determine which students understand how to perform
the skill and which students need further instruction or remediation.

3 min *Closure
 TTW facilitate a brief group discussion reviewing fractions and how to identify
them in sets. TTW also have students explain how to write these fractions. TTW
ask students to explain by referencing the skittles activity and what they recorded
in their tables.
 TTW work together with the students to add the sets model to the fractions anchor
chart.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

 Social learners will benefit from group discussions and think, pair, share
 Kinesthetic learners will benefit from manipulating the skittles, sorting, and writing the
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 fractions
Audial learners will benefit from the group discussions and verbal instruction
Visual learners will benefit from the flipchart, anchor chart, and sorting the skittles
SPED students will benefit from guidance as needed from the special education teacher
that will be present during the lesson. The SPED teacher will also have the option to work in
a small group with students who need more accommodation or added instruction.
 There will be an extra worksheet available for learners (predominately higher achieving)
who complete the Skittles Fraction Sets table early
Classroom Management Issues (optional)
 TTW have students take a “pledge” to not eat the skittles. I promise that I will not eat the
skittles until I am instructed to do so. If I eat the skittles, then I will lose the privilege to eat
them.

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?
 Incorporate more accountable talk strategies during whole-group instruction/discussion
 Provide additional worksheets to practice after the independent portion (most students,
even lower achieving, completed the Skittles activity quicker than anticipated)

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015