Lesson Plan Template

Teacher Candidate: Sara Zapalowski

Grade Level: Third Grade
Date: February 5, 2016
Relevant background of this class (number of students, special learning
needs, etc.):
During math instruction, only 21 of the 27 students stay in the classroom for
whole-group instruction. Of these 21 students, roughly five students struggle with
math skills; however, none of the students have identified math disabilities or
IEPs.
Planning
Lesson overview or summary: In this lesson, the students will be going to
different stations to work with manipulatives. The students will be working with a
unit fractions to create the whole.
Common Core State Standard(s) addressed in this lesson:
NY- New York State Common Core Standards (2011)
Subject: Mathematics
Grade: Grade 3
Domain: Number and OperationsFractions 3.NF
Area: Develop understanding of fractions as numbers.
Standard: 1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is
partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of
size 1/b.
Learning Target/Objective:
Given a unit fraction, the students will be able to identify the unit fraction and its
corresponding whole receiving at least a 4 out of 5 correct on the exit ticket.
Rationale / Theoretical Framework for this lesson: Describe here and
include references in the section.
Banduras social learning theory supports the structure of this lesson. Since the
lesson begins with modeling and uses partner work throughout, the students have
multiple opportunities to observe how to solve these fraction problems. Banduras
theory supports observational theory, where students observe a models behavior
and imitates it at a later time. Since this lesson allows for the students to observe
the steps and processes that take place when solving these problems, Banduras
theory drives practice.
Reference:
McLeod, S. (2016). Banduras social learning theory. Retrieved from
http://www.simplypsychology.org/bandura.html
Academic Language:
Unit fraction, whole, equal, number bond
Assessment
Remember: You must align each learning target/objective with an
assessment strategy.
Assessment:
Formative: While working on the problem set, I will make certain to call on
each student at least once in addition to walking around the classroom to
observe students completing the problem set. If the students do not
demonstrate an understanding during this time, I will reteach or ask guiding
questions during this guided practice.
Summative: The summative assessment occurs when the students
complete their exit tickets. The students will be graded upon their shown
work. The students will receive one point for each correct matching problem
and one point for each correctly finished number bond problem.

Lesson Plan Template

Instruction
Anticipatory Set:
After completing their daily sprint, I will build their background knowledge by
aiding the students to complete their application problem. The application problem
will remind the students of the fraction work that we have been working on in the
previous lesson as well as throughout the fraction learning segment. In this
particular application problem, the students will need to either use number bonds
or a visual model to figure out what fraction makes the whole. The students and I
will briefly discuss fractional units and their sizes in comparison to each other in
order to activate background knowledge for todays lesson.
Sequence of Instruction:
Modeling:
I will use the Notebook file/PowerPoint provided by the district in order to
model the skill.
The Notebook file will give a unit fraction such as 1 half. I will then show the
students that I need to look at the denominator number in order to figure
out how many pieces to make a whole. If the denominator has a 2, I need 2
equal pieces to make a whole. I only have 1 piece, so I need 1 more piece to
make the whole.
I will then draw the visual model and number bond to show how to make
the whole.
Guided:
I will then give another example such as 1 fourth. I will ask the students,
We would like to make a whole, so how many equal pieces do we need in
total to make a whole? (4 equal pieces).
I will then ask the students, I have 1 fourth. How many more fourths do we
need to make a whole (3 equal pieces, 3 fourths).
How could we write the number bond? How can we draw a visual model?
(will show on board)
Next, I will explain the directions for the stations activity/problem set. I will
also place the directions on the board.
o Students will be placed in pairs.
o Students will be given a unit fraction and one manipulative. The
manipulative represents one unit fraction. Given the unit fraction (1
fifth, 1 sixth, etc.), students will use the manipulatives to make the
whole.
o Once the students create the whole, the students will write the unit
fraction, the manipulative they are working with, and draw their work
on their problem set.
o If extra time, students will also draw the number bond.
o Once all stations are completed, I will ring the bell and have one pair
come to draw their picture on the board. We will have a quick
discussion about why the drawing is correct or incorrect. Then, the
students will move to the next station.
o During this activity, I will be walking around to each group, observing
what they are doing, and asking questions such as how many pieces
make the whole? and How did you know how many equal pieces to
add?
After roughly 15-20 minutes, students will be called back to their desks. We
will discuss how we decided how many pieces to add, what strategies they

Lesson Plan Template

used, etc.
Independent:
Students will complete the modified exit ticket and hand it into the finished
work basket. (We are not allowed to assign homework on Fridays, so the
exit ticket is always the summative assessment on Fridays.)

Instructional Materials:
1. Fraction puzzle pieces
2. Yarn
3. Post-its
4. Clay
5. Pipe cleaners
6. Shapes
7. Dominoes
8. Math Cards
9. Problem Set
10.Exit Ticket
11.Pencils
Differentiation /Accommodation for students with special learning needs:
UDL Principles:
3.1 Activate or supply background knowledge: Through the use of the application
problem, the students background knowledge on fractions.
4.1 Vary the methods for response: Students can talk with each other, with a
teacher, and on paper when responding to questions throughout this lesson. As a
result, the students can respond verbally and orthographically within this lesson.
8.3 Foster community and collaboration: By having the students talk with partners
throughout the guided practice/ stations, the students must collaborate in order to
ensure that all students receive the correct answer. Also, through partner work, the
students must also communicate with their partner through dialogue, which also
fosters community and collaboration.
Closure: After completing the exit ticket, the students and I will discuss our
learning targets and whether or not we achieved them. We will also discuss what
strategies we used to understand them.
Reflection on Student Learning
Next Lesson: In the next lesson, the students will identify what fraction of the
pieces are needed to make a whole when given a fraction other than the unit
fraction.
References:
McLeod, S. (2016). Banduras social learning theory. Retrieved from

Lesson Plan Template

http://www.simplypsychology.org/bandura.html
Lesson adopted from Eureka Math Grade 3, Module 5 lesson 10 lesson plans