3 23 15 Chadwick Math

CHESAPEAKE PUBLIC SCHOOLSWEEKLY MATH COLLABORATION & LESSON
PLAN
TEACHER: Rachel Chadwick
GRADE LEVEL: Kindergarten
WEEK OF: 3/23 & 3/30
SCHOOL: Georgetown Primary School

SUBJECT: Mathematics
PACING GUIDE WEEK: 26 & 27
THINGS TO CONSIDER FOR COLLABORATION

STANDARDS OF LEARNING
K.5 The student will identify the parts of a set and/or region that represent fractions for halves and fourths.
BIG IDEA(S)
The focus of instruction is:
Learning to recognize equal parts of a whole.

Developing a spatial awareness for half of an object.
Being able to represent one-half pictorially.
Being able to represent one-fourth pictorially.
Developing a spatial awareness for a fourth of an object.
ESSENTIAL UNDERSTANDING(S)
Understand that fractional parts are equal shares of a whole region or a whole set.
Understand that the fraction name (half) tells the number of equal parts in the whole.
Understand that the fraction name (half) of the set model is a subset of the whole set with equal numbers.
ESSENTIAL KNOWLEDGE & SKILL(S)
Recognize fractions as parts of equal size of a whole.
Given a region/shape, identify half of the region/shape.
Given a set, identify half of the set.
Give a region/shape, identify a fourth of the region/shape.

Given a set, identify a fourth of the set.
ESSENTIAL ACADEMIC VOCABULARY
Fraction, equal parts, half (one-half), one-fourth, whole

COGNITIVE LEVELS
Remember - Recall previously learned Information = R

Understand - Demonstrating an understanding of the facts; explaining ideas or concepts = U
Apply - Using information in another familiar situation = AP
Analyze - Breaking information into parts to explore understandings and relationships = AZ
Evaluate - Justifying a decision or course of action = E
Create - Generating new ideas, products, or ways of viewing things = C
IT IS ESSENTIAL THAT YOUR CONTENT, INSTRUCTIONAL, AND ASSESSMENT ARE ALIGNED
MARZANOS HIGH YIELD INSTRUCTIONAL STRATEGIES
___ Identifying Similarities & Differences
___
___
___
___
___
___
___
___
Summarizing & Note Taking

Reinforcing Efforts & Providing Recognition
Homework & Practice
Nonlinguistic Representations
Cooperative Learning
Setting Goals & Proving Feedback
Generating & Testing Hypothesis
Questions, Cues, & Advanced Organizers
45%
34%
29%
28%
27%
23%
23%
23%
22%
Return
Return
Return
Return
Return
Return
Return
Return
Return
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE

POSITIVE RETURNS YOU WANT FOR YOUR STUDENTS?
Teach Others/Immediate Use of Learning 95% Return
Practice by Doing
75% Return
Discussion
50% Return
Demonstration
30% Return
Audio/Visual
20% Return
Reading
10% Return
Lecture
5% Return
REVIEW OF PRE-ASSESSMENT INFORMATION
n/a
HOW WILL YOU DIFFERENTIATE INSTRUCTION?
Students will use manipulatives in order to receive hands-on practice in their developing understanding of fractions. Videos will also be utilized in
order to visually demonstrate the information. After whole group instruction and guided practice, the students will rotate through 3 centers- one
manipulation based, one technology based with the content tailored to meet each childs individual needs, and one independent practice station.
Each of these stations will be adjusted to the ability levels of each rotating group.
LETS PLAN THE LESSON

WEEKLY PLANNING
MONDAY, 3/23
OBJECTIVE (S)
By the end of the lesson you should be able to
MATERIALS
Brown construction paper in the shape of a circle to demonstrate half of a cookie, Smartboard, Brain Pop Jr. Basic Parts
Understand what equal parts means and be able to recognize an object that has equal parts.
of a Whole video, IXL Equal Parts website for guided practice, Document Camera, Wkst pg. 277-278
PREVIOUS LESSON REVIEW
n/a
PART A
ANTICIPATORY SET
Minutes
PART B
Call students to the carpet facing the Smartboard. Choose four volunteers, and tell them that you need their help to solve
a problem. Present six (paper) cookies and ask, How can we share these cookies so that everyone gets a fair and equal
amount? Ask students to brainstorm- how can they do it so that each person gets an equal amount? Try out student
responses until the class realizes that the two remaining cookies need to be cut in half, or equal parts, for each person to
have an equal share. Explain what it means to cut something into halves, and tell students that today we are going to
explore what it means to have equal parts of an object, and how to determine if something has equal, or fair pieces.
Using the Smartboard, illustrate for children what it means to have equal parts by drawing different objects and explaining
INPUT AND MODELING

PART A
Minutes
15
how they would be cut into equal parts. Explain that the equal pieces can also be called a fraction. Model how to determine
whether something is in equal parts by asking, does each side have a fair amount? Emphasize that fair and equal mean the
same thing.
CHECK FOR
UNDERSTANDING
(See guided practice below)
PART A
GUIDED PRACTICE
Blooms Level AP, AZ

20
Minutes
Pull up Equal Parts interactive multiple choice to practice identifying equal parts of a shape (google.com IXL equal
parts). Model for students how to determine and find equal parts, then have students come up to the board to practice.
INDEPENDENT PRACTICE
Below Grade Level - B

Blooms Level
10
Minutes
AP, AZ
Students working below grade level (Donnie, Gabby, Jordan B., Hannie, DaVayah) will work at the horseshoe table with the
teacher assistant to complete Wkbk. Pg. 277-278 Equal Parts
On Grade Level - O
Blooms Level
AP, AZ
Students will independently complete Wkbk. Pg. 277-278 Equal Parts

Above Grade Level - A
Blooms Level -
AP, AZ, E
Students working above grade level may be challenged to find how many equal parts and write it as a fraction
________________________________________________________________________________
Blooms Level- R, AP, AZ, E
Once todays practice is completed, students will engage in a computer based program (iReady) which is individualized for
CLOSURE
Minutes
HOMEWORK
10
each students level.

Remind students that today we learned a new term (equal/equal parts) and that it means the same thing as having a fair
share, or both parts being the same. This is something we use when studying fractions, or different parts of a whole.
Blooms Level ___
ASSESSMENT
Is your assessment written at the appropriate level of blooms?

The students will be assessed through teacher observations (during guided practice) which will be noted in the form of anecdotal records, as well as on their
performance on the independence practice sheet.
NOTES
LOOKING AHEAD DEVELOPMENT OF PRE-ASSESSMENTS FOR UPCOMING LESSONS WHAT IS OUR FOCUS? DUE

WEEKLY PLANNING
Tuesday, 3/24
OBJECTIVE (S)
MATERIALS
that have one-half shaded in.

Brown and purple construction paper for cookie and background, Give Me Half! by Stuart Murphy, Anchor chart on
fractions (half), Give Me Half worksheet for guided practice, document camera, Smartboard.
n/a
Understand the term half and that it is created when an object is divided into two parts of equal size; recognize objects
PART A
ANTICIPATORY SET
Minutes
PART B
Review equal parts with students, and how to tell if something is equal. Draw a few images on the board, some with equal
and others with unequal parts to see if students can differentiate the two. Emphasize that it wouldnt be fair if one part
was bigger than the other part. Explain that there is a way to name the equal parts using the term one-half.
INPUT AND MODELING
Read the book Give Me Half! at the carpet, in which siblings fight over a pizza and eventually decide to split it in half.
PART A
Minutes
While reading, model how to find one-half of an object by looking at how the characters shared their items into equal
20
parts. Explain to students that when we split one whole thing (like a pizza) into parts, each part is called a fraction. These
parts of a fraction, like halves, are the same as each other (equal). The fraction seen in this story is one-half, where there
CHECK FOR
are two equal parts of a whole. Present an already-made anchor chart to students, with the definition of fraction, one-
UNDERSTANDING
half, and equal parts as review. Show some examples of equal and unequal one-half fractions using cut-out shapes.
PART A
(See guided practice below.)

Blooms Level AP, AZ
GUIDED PRACTICE
10
Minutes
Go over worksheet, Give Me Half with the students under the document camera. Have students come up to draw a line
that divides the object in half. Remind them that each part has to be the same size to be fair. Continue this until all
examples are done.

Blooms Level
20
Minutes
AP, AZ
Students working below grade level (Donnie, Gabby, Jordan B., Hannie, DaVayah) will work with the teacher assistant to
complete the cookie fraction activity.
On Grade Level - O
Blooms Level
AP, AZ
Students will independently complete the cookie fraction activity and finish the phrase I divided my cookie in _____
equal parts and shared it with ________.
Blooms Level AP, AZ
Students working above grade level may be challenged to write the appropriate fraction for their cookie or find more than
one way to divide something in half (i.e., cutting it horizontally or diagonally).
One todays practice is completed, students will engage in a computer based program (iReady) which is individualized for
CLOSURE
Minutes
HOMEWORK
10

Remind students that today we learned the word one-half which tells us that there has to be two equal parts of a whole.
This is a type of fraction, and helps us to know how to split or share something equally.
Blooms Level ___
ASSESSMENT

NOTES

WEEKLY PLANNING
Wednesday, 3/25
OBJECTIVE (S)
MATERIALS
Smart Notebook lesson Equal Parts, laminated pictures of shapes to sort into groups that are equally split in half & and
those that are not, document camera, Worksheet on dividing objects in half.
n/a
Visually identify whether objects are equally split in half; draw a line on a figure to make two equal parts.
PART A
ANTICIPATORY SET
Minutes
PART B
Review with students what one-half means, and that it tells us that something has to have two equal parts. Of those two
equal parts, each would be called one-half of the whole. Tell students that today we will be using our eyes to determine
whether different shapes have equal parts of one-half.
INPUT AND MODELING
Using the Smart Notebook Lesson Equal Parts, (Drive E, Math, K.5 Fractions, Equal Parts) show students how to tell if
PART A
Minutes
an object has equal parts by going over the term equal, and demonstrating how to divide something into two equal parts. In
15
particular, draw lines to divide shapes into unequal parts, and use other slides to ask students whether shapes have been
divided equally or unequally.
CHECK FOR
UNDERSTANDING
PART A
GUIDED PRACTICE
Blooms Level AP
20
Minutes
Give each table a set of laminated pictures of shapes that have been divided into fractions. Their job is to sort this set
into two groups: shapes that have been split into halves equally, and shapes that do not have equal halves. They will work as
a group and glue their sort onto construction paper. Go over the sort after students are done. Using the document camera,
hold up a card and call on students to explain what pile it should be in and why.
Below Grade Level B

Blooms Level
10
Minutes
AP, AZ
Students working below grade level (Donnie, Gabby, and DaVayah) will work with the teacher assistant to complete a
worksheet on making two equal halves on a figure by drawing lines.
On Grade Level O
Blooms Level
AP, AZ
Students will independently complete a worksheet on making two equal halves on a figure by drawing lines.
Above Grade Level A
Blooms Level
AP, AZ
Students will independently complete a worksheet on making two equal halves on a figure by drawing lines.
_____________________________________________________________________________
Once todays practice is done, students will engage in a computer based program (iReady) which is individualized for each
CLOSURE
Minutes
HOMEWORK
10
students level.
Remind students that in order for an object to be split into halves, they have to be able to see two equal parts. These two
equal parts are both a fraction of what makes up the whole.
Blooms Level ___
ASSESSMENT

NOTES

WEEKLY PLANNING
Thursday, 3/26
OBJECTIVE (S)
MATERIALS
Paper shapes cut in half, brown paper bag, Smartboard, Toss it Up! worksheet for guided practice, document camera, My
Fraction Book for students.

n/a
Visually identify whether objects are equally split in half; draw a line on a figure to make two equal parts.
PART A
ANTICIPATORY SET
Minutes
PART B
Walk around the class and have students each take one-half of a paper shape out of a paper bag. Tell them that they have
one-half of the whole shape, and their job is to find the person who has their other half. Once they find their match,
have them sit with their partner on the carpet, and put the two halves together.
INPUT AND MODELING
Tell students that what they just did was work with fractions. Remind them that fractions are equal parts of a whole, and
PART A
Minutes
in this case, two equal parts. Write the sentence ____ + _____ = _____ on the board and complete the blanks by drawing
15
the halves of shapes that students have, followed by the whole shape after the equal sign. Do this for a few different
shapes that students have, and then explain that we can write this sentence another way by using the number to
CHECK FOR
represent one-half of a shape. Complete the sentence again by writing + = 1 whole.
UNDERSTANDING
PART A
GUIDED PRACTICE
Blooms Level AP
20
Minutes
Use the Smartboard and Document Camera to display the Toss it Up! worksheet. Have students take turns coming up and
selecting a pizza then choosing whether it belongs in the whole or half section. Continue this until all eight cut-outs are
correctly matched, guiding and directing students when necessary.


Blooms Level
30
Minutes
AP, AZ
Students working below grade level (Donnie, Gabby, and DaVayah) will work with the teacher assistant to complete their
My Fraction Book. Students will visualize one-half of the shapes and color the appropriate parts of the whole.
On Grade Level - O
Blooms Level
AP, AZ
Students will independently complete their My Fraction Book. Students will visualize one-half of the shapes and color the
appropriate parts of the whole.
Blooms Level
AP, AZ
Students will independently complete their My Fraction Book. Students will visualize one-half of the shapes and color the
appropriate parts of the whole.
_______________________________________________________________________________
Once todays practice is complete, students will engage in a computer based program (iReady) which is individualized for
CLOSURE
Minutes
HOMEWORK

Remind students that today we learned how we can use equal parts of a shape to write math sentences. We do this first by
adding the halves together to equal 1 whole shape, and also writing + = 1 whole.
Blooms Level ___
ASSESSMENT

NOTES

WEEKLY PLANNING
Friday, 3/27
OBJECTIVE (S)
MATERIALS
Smartboard, Document Camera, dry erase boards and markers for student use, My Fraction Book to continue working on,
fractions (1/2) assessment.

n/a
Successfully separate groups of objects into two equal parts, with each half having the same amount.
PART A
ANTICIPATORY SET
Minutes
PART B
Pass dry erase boards and markers out to students, and have them draw a cake. Then, tell them that they now need to
share this cake with a friend- what could they do? Watch to see if students draw a line down the middle to represent two
equal parts. Guide students toward this response, and ask what we can also call each equal part in fraction terms (one-half).
INPUT AND MODELING
Do the same white board activity for a number of different objects, reinforcing the terms equal parts, one-half, and one
PART A
Minutes
whole. Ask them to write a fraction sentence like they learned yesterday below the picture. Review with students what
CHECK FOR
UNDERSTANDING
PART A
15
each term means by writing in on the Smartboard. Demonstrate how to write these fraction sentences again by first
drawing half of an object + the other half = whole object, then writing + = 1 whole.
(See guided and independent practice below.)
GUIDED PRACTICE
Blooms Level - AP
15
Minutes
Give students time to finish their My Fraction Book. Using the Document Camera, go over how students completed the
book with the class. Have students check to make sure they colored in the fractions correctly.

Blooms Level
30
Minutes
AZ, AP
Students working below grade level will work in a small group with the teacher assistant to direct them in completing a
fractions (1/2) assessment.
On Grade Level - O
Blooms Level
AP, C
Students will independently complete a fractions (1/2) assessment.

Blooms Level
AP, C
Students will independently complete a fractions (1/2) assessment.

_______________________________________________________________________________
Once todays assessment is completed, students will engage in a computer based program (iReady) which is individualized
CLOSURE
Minutes
HOMEWORK
for each students level.

If time, go over the assessment under the Document Camera with students, in order to review one-half fractions before
moving on to one-fourth next week.
Blooms Level ___
ASSESSMENT

performance on the assessment.
NOTES

WEEKLY PLANNING
MONDAY, 3/30
OBJECTIVE (S)
MATERIALS
Smartboard Notebook lesson Halves and Fourths, 1 cookie for each student, plastic knives, fractions sorting worksheet
(wholes, halves, fourths), document camera

n/a
Given a set or object, identify both a half and a fourth. Represent and pictorially.
PART A
ANTICIPATORY SET
Minutes
PART B
Ask students to recall how they split a cookie in order to share equally with one friend. How many equal parts did there
have to be? Remind them that in order to share with two people, they had to cut the cookie in half. Pull up a picture of a
cookie on the Smartboard. Call up 4 students, and explain that they have to figure out how to share the cookie equally.
How could they divide it into four equal parts? Explain that in order to do this, they have to divide it first in half (vertical
INPUT AND MODELING

PART A
Minutes
15
line), then draw a horizontal line to make a t, which then gives them four equal pieces.
Present the Smartboard Notebook Lesson Halves and Fourths (Drive E, Math, K.5 Fractions, Halves and Fourths).
Through this, students will identify the parts of a set or region that represent fractions for halves and fourths. They will
gain familiarity with how to write a fraction for two equal parts (1/2) and practice how to color in one-half of a given set.
CHECK FOR
The same will be done for fourths, with examples and nonexamples given for each. Students will be called up to select the
UNDERSTANDING
images that represent one-half or one-fourth.
PART A
(See guided practice below)
Blooms Level AP, AZ
GUIDED PRACTICE
20
Minutes
Each student will be given a chocolate chip cookie and plastic knife. Explain that in order to eat their cookie, they have to
figure out how to cut their cookie into four equal parts. Guide students through this process by displaying a cookie under
the document camera and cutting it along with them (only after they explain what to do first). Emphasize that it only
needs to be cut two times (vertical and horizontal), starting with cutting it in half with two equal parts. Walk around to
make sure all students have four equal parts before they eat.

Blooms Level
10
Minutes
AP, AZ
Students working below grade level (Donnie, Gabby, Jordan B., Hannie, DaVayah) will work with the teacher to complete a
sort on fractions that are either wholes, halves, or fourths.
On Grade Level - O
Blooms Level
AP, AZ
Students will independently complete a sort on fractions that are either wholes, halves, or fourths.
Blooms Level -
AP, AZ, E
Students working above grade level will independently complete a sort on fractions that are either wholes, halves, or
fourths, but will also be challenged to write the appropriate fraction next to each pictures.
________________________________________________________________________________
Once todays practice is completed, students will engage in a computer based program (iReady) which is individualized for
CLOSURE
Minutes
10

Remind students that today we learned a new way to divide one whole into equal parts. The fraction is one-fourth, which
means it has four equal parts. Make it clear that one-half means there are two equal parts, where as one-fourth means
four equal parts.
HOMEWORK
Blooms Level ___
ASSESSMENT

performance on the independent sort.
NOTES

WEEKLY PLANNING
Tuesday, 3/31
OBJECTIVE (S)
MATERIALS
Fraction shape manipulatives, Smartboard, document camera, dry erase boards and markers, Fraction Pizza flap-up activity,
Spin and Cover game (1 per 2 students).

n/a
PART A
ANTICIPATORY SET
Minutes
PART B
Ask students the new fraction they learned yesterday, and how many equal pieces it represents. Tell them that today we
are going to continue learning about how to write these fractions, for both fourths and halves.
INPUT AND MODELING
Distribute dry erase boards and markers to students. Put a circle shape manipulative under the document camera that has
PART A
Minutes
two equal parts and ask students, how many equal parts does this circle have? When students say two, say, who
20
remembers how to write each equal part as a fraction from yesterday? Draw a horizontal line on a piece of paper
underneath each half of the circle, and when a student answers that they are both one-half, write the fraction on each
CHECK FOR
line. Remind them that the total amount of pieces goes under the line, and that the number of pieces colored goes on the
UNDERSTANDING
top. Inside a drawn circle cut in half, place one-half of a circle manipulative inside and ask students to write the fraction
PART A
on their dry erase board. Do the same for a drawn circle with fourths, adding different parts of a fourth to the circle to
make , , etc. Students will write the fraction on their boards. Reteach where necessary, explaining that the number
underneath the fraction sign is how many pieces altogether, and the number above is how many are colored. Every time
students write the given fraction, write what they should have written on the board, explaining how to determine that
fraction for any who missed it. Have students also do the reverse: draw the picture on their dry erase board for a given
fraction written under the document camera.
Blooms Level AP, AZ
GUIDED PRACTICE
15
Minutes
Students will be given about 15 minutes to play the game Spin and Cover. Pair students up by pulling sticks, and have them
sit next to their partner. Each group of two will have a Spin and Cover game board, and counters to cover the
corresponding pizzas that they spin. Students will spin and land on either 1, , , or , then will have to use a counter to
cover up a pizza that matches the fraction they just spun. Each player will use a different color counter. Once all pizzas
are covered, whoever has the most pizzas covered is the winner. Monitor and guide the groups as they play this game.

Blooms Level
20
Minutes
AP, AZ
Students working below grade level (Donnie, Gabby, Jordan B., Hannie, DaVayah) will work with the teacher to complete the
Fraction flap-up activity. They will cut out each picture of a pizza and each fraction, and arrange them in correct order so
that they match when making the sentence This pizza is ____ (this pizza is one-whole, this pizza is one-half, etc) with
their flap-up.
On Grade Level - O
Blooms Level
AP, AZ
Students will independently complete the Fraction flap-up activity.

Blooms Level Students working above grade level will independently complete the Fraction flap-up activity.
One todays practice is completed, students will engage in a computer based program (iReady) which is individualized for
CLOSURE
Minutes

Remind students that today they worked with the fractions one-fourth and one-half. Point out that when writing a
fraction, it is always important to remember that the total amount of pieces goes on the bottom (underneath the fraction
line), and the number on top is just the number that is colored.
HOMEWORK
Blooms Level ___
ASSESSMENT

performance on the independent practice activity.
NOTES

WEEKLY PLANNING
Wednesday, 4/1
OBJECTIVE (S)
MATERIALS
Fraction frenzy worksheet, Fraction Action! worksheet, paper pizzas, directions for making pizzas, paper folded to
make 4 boxes.
n/a
PART A
ANTICIPATORY SET
Minutes
PART B
Display the Fraction Frenzy worksheet on the Smartboard and remind students that they are studying fractions. Call
students up to the board to circle the pizza that is divided into fourths, color in one-fourth of the shape, and divide the
shapes into fourths.
INPUT AND MODELING
Using the Smartboard, review with students how to divide a shape into four equal parts, and from there, how to determine
PART A
Minutes
the fraction by counting how many pieces are shaded in. Then use the worksheet Fraction Action! to demonstrate how to
15
write a fraction for each shape. Also, using blank shapes, model for students how to shade in different fraction amounts
given certain directions.
CHECK FOR
UNDERSTANDING
PART A

Blooms Level AP
GUIDED PRACTICE
20
Minutes
Bring the pizza activity and display it under the document camera. Choosing one of the pizza recipe cards, model how to
correctly divide the pizza shape into equal parts and color the sections with either or cheese, pepperoni, onions,
peppers, mushroom, or sausage. Do this for one of the pizzas in order for students to gain an understanding of how to do it
independently.

Blooms Level
10
Minutes
AP, AZ
Students working below grade level (Donnie, Gabby, and DaVayah) will work with the teacher to complete the making pizzas
activity. The paper will be folded into four equal squares, and students will pick four different pizza recipe cards to din
out what toppings to decorate their pizza with using the fractions of one-half and one-fourth.
On Grade Level - O
Blooms Level
AP, AZ
Students will independently complete the making pizzas activity. The paper will be folded into four equal squares, and
students will pick four different pizza recipe cards to create what toppings to decorate their pizza with using the
fractions one-half and one-fourth.
Blooms Level
AP, AZ
Students will independently complete the making pizzas activity. The paper will be folded into four equal squares, and
students will pick four different pizza recipe cards to din out what toppings to decorate their pizza with using the
fractions of one-half and one-fourth.
_____________________________________________________________________________
Once todays practice is done, students will engage in a computer based program (iReady) which is individualized for each
CLOSURE
Minutes
HOMEWORK
10
students level.
Review with students how we divide our shapes into fourths and halves, and the fact that we use fractions to determine
how many pieces, or parts of the whole that we want to eat, or are colored in.
Blooms Level ___
ASSESSMENT

performance on the independent activity.
NOTES
WEEKLY PLANNING
Thursday, 4/2
OBJECTIVE (S)
MATERIALS
Fraction mats, counters, Fractions assessment
n/a
PART A
ANTICIPATORY SET
Minutes
PART B
Tell students that today they are going to do a review of fractions today, and will use counters to practice separating the
total amount into equal parts.
INPUT AND MODELING

PART A
Minutes
n/a
15
CHECK FOR
UNDERSTANDING
PART A
Blooms Level AP
GUIDED PRACTICE
20
Minutes
Give students a fraction mat and 10 counters. Write the fraction one-half on the board and have students separate their
pile into two equal parts, then place half of their counters inside a circle divided in half. Do the same for a circle cut into
fourths; the students must divide their pile into four equal pieces. Then, have students arrange four counters in a row, and
ask them to (using a pencil) put a circle around half of the counters. Do the same for fourths.

Blooms Level
30
Minutes
AP, AZ
Students working below grade level (Donnie, Gabby, and DaVayah) will work next to the teacher to complete their Fractions
assessment.
On Grade Level - O
Blooms Level
AP, AZ
Students will independently complete their Fractions assessment.

Blooms Level
AP, AZ
Students will independently complete their Fractions assessment.
_______________________________________________________________________________
Once todays practice is complete, students will engage in a computer based program (iReady) which is individualized for
CLOSURE
Minutes

If time remains, review some of the problems from the assessment, and any that students seemed to have problems with
based on observations while they took it. Reemphasize that a fraction represents a part of a whole, and the ones we
learned are one-half, which means two equal pieces, and one-fourth, which means four equal pieces.
HOMEWORK
Blooms Level ___
ASSESSMENT

performance on the indepdendent Fractions assessment.
NOTES

WEEKLY PLANNING
Friday, 4/3
OBJECTIVE (S)
MATERIALS
Smartboard, Document Camera, Egg Hunt addition and subtraction worksheet, Add and Subtract Within 10 game on
abcya.com, magnifying glasses (1 per student), dry erase boards, Egg Pattern worksheet
n/a
Students will review basic properties of addition and subtraction, as well as patterns, by completing review activities.
PART A
ANTICIPATORY SET
Minutes
PART B
5
Explain that today we will be doing some fun Easter-themed review on addition and subtraction, as well as patterns, before
the break.
n/a
INPUT AND MODELING

PART A
Minutes
CHECK FOR
UNDERSTANDING
See guided and independent practice.
PART A
GUIDED PRACTICE
Blooms Level - AP
30
Minutes
Go to abcya.com to play the game Add and Subtract Within 10. Students will take turns coming up to practice counting
objects to either add or subtract numbers. Use dry erase boards to have each student participate in solving the problem as
well while individual students come up to solve it on the Smartboard.

Blooms Level
40
Minutes
AZ, AP
Students working below grade level will work with the teacher to complete the worksheet Egg Hunt on addition and
subtraction. They will use magnifying glasses to read the problem on each egg. After they complete this, they will spend
the remainder of their time working on an Egg Pattern worksheet. Students will color the eggs to match the given pattern.
On Grade Level - O
Blooms Level
AP, C
Students will independently complete the worksheet Egg Hunt on addition and subtraction. They will use magnifying
glasses to read the problem on each egg. After they complete this, they will spend the remainder of their time working on
an Egg Pattern worksheet. Students will color the eggs to match the given pattern.
Blooms Level
AP, C
Students will complete the worksheet Egg Hunt on addition and subtraction. They will use magnifying glasses to read the
problem on each egg. After they complete this, they will spend the remainder of their time working on an Egg Pattern
worksheet. Students will color the eggs to match the given pattern.
_______________________________________________________________________________
Once todays assessment is completed, students will engage in a computer based program (iReady) which is individualized
CLOSURE
Minutes
for each students level.

If time allows, review the pattern or addition/subtraction worksheet with students by displaying it under the document
camera and calling on students to share their answers. Review the most important parts of addition and subtraction, and
how to correctly identify each type of problem by the sign.
HOMEWORK
Blooms Level ___
ASSESSMENT

performance on the independent review activities.
NOTES

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CHESAPEAKE PUBLIC SCHOOLSWEEKLY MATH COLLABORATION & LESSON

SCHOOL: Georgetown Primary School

THINGS TO CONSIDER FOR COLLABORATION

The focus of instruction is:

Learning to recognize equal parts of a whole.

Give a region/shape, identify a fourth of the region/shape.

Fraction, equal parts, half (one-half), one-fourth, whole

Remember - Recall previously learned Information = R

Summarizing & Note Taking

DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE

REVIEW OF PRE-ASSESSMENT INFORMATION

HOW WILL YOU DIFFERENTIATE INSTRUCTION?

LETS PLAN THE LESSON

By the end of the lesson you should be able to

PREVIOUS LESSON REVIEW

INPUT AND MODELING

(See guided practice below)

Blooms Level AP, AZ

Below Grade Level - B

Students will independently complete Wkbk. Pg. 277-278 Equal Parts

each students level.

Is your assessment written at the appropriate level of blooms?

LETS PLAN THE LESSON

By the end of the lesson you should be able to

that have one-half shaded in.

PREVIOUS LESSON REVIEW

INPUT AND MODELING

(See guided practice below.)

Below Grade Level - B

each students level.

Is your assessment written at the appropriate level of blooms?

LETS PLAN THE LESSON

By the end of the lesson you should be able to

PREVIOUS LESSON REVIEW

INPUT AND MODELING

(See guided practice below.)

Below Grade Level B

Is your assessment written at the appropriate level of blooms?

LETS PLAN THE LESSON

By the end of the lesson you should be able to

PREVIOUS LESSON REVIEW

Fraction Book for students.

INPUT AND MODELING

represent one-half of a shape. Complete the sentence again by writing + = 1 whole.

(See guided practice below.)

correctly matched, guiding and directing students when necessary.

Below Grade Level - B

each students level.

Is your assessment written at the appropriate level of blooms?

LETS PLAN THE LESSON

By the end of the lesson you should be able to

PREVIOUS LESSON REVIEW

fractions (1/2) assessment.

INPUT AND MODELING

Below Grade Level - B

Students will independently complete a fractions (1/2) assessment.

Students will independently complete a fractions (1/2) assessment.

for each students level.

Is your assessment written at the appropriate level of blooms?

LETS PLAN THE LESSON

By the end of the lesson you should be able to

PREVIOUS LESSON REVIEW