Name: Thea Meyer

Math Lesson Plan Template

Course & topic addressed: EDUC 334 multistep problems Date: 4/11 Grade: 4

Learning objective/s associated with the content standard for this lesson
Specific learning objectives for SWBAT explain how fractions represent parts of a whole using their own words and vocabulary.
this lesson. SWBAT demonstrate understanding of fractions using manipulatives and explaining their thinking.
SWBAT use estimations to assess the reasonableness of results.
SWBAT demonstrate understanding of decimals and fractions by locating them on a number line.
Describe the connection to In third grade, they have learned about place value, as well as multiplication, division, and rounding.
previous lessons. (Prior knowledge We will be working with these ideas to build new knowledge that lines up with the fourth grade
of students this builds upon)
standards. Last session we learned about benchmarks, but I determined from the assessment that
students still needed some work on understanding benchmarks.

State-adopted Academic Content Standards/Benchmarks

List the state academic content BENCHMARK: 4.1.2 Fractions
standards/benchmarks with which Represent and compare fractions and decimals in real-world and mathematical situations; use
this lesson is aligned (the overall place value to understand how decimals represent quantities.
target of student learning). Include
state abbreviation and number & text
of the benchmarks. If only a portion
of a benchmark is addressed, then list
only that portion.

Academic Language Support and Objectives

What planned instructional supports might you use to Students will describe their answers orally to group members using vocabulary
assist students to understand key academic language to such as fraction, decimal, parts, and whole.
express and develop their content learning?
Write your academic language objectives here. Be sure to
include the function and specific vocabulary that you
Students will draw a picture and tell us about the vocabulary words.
want the students to learn AND use.
(Function word choice: Categorize, Compare/contrast,
describe, interpret or justify)

Materials
Materials needed by teacher Handout, pencil, calculator, white boards, fraction circles, war cards, chalk
for this lesson.
Materials needed by students Pencil
for this lesson.

Procedure with Lesson Timeline and Instructional Strategies & Learning Tasks (This should be VERY DETAILED).You may not
do 3 different activities which is fine or if you do more than 3 please add that space into your plan.
Amount Teaching & Learning Activities Describe what YOU (teacher) will be doing and/or what STUDENTS will be doing
of Time during this part of the lesson.
Orientation/Engagement/Motivation: What is a decimal? What is a fraction? How do you know? Tell us what you know
5 minutes Number talks: about decimals and fractions. This is also where we will talk about place value and
the vocabulary needed for decimals and fractions.

Exploration #1 We are going to read piece = part= portion book. I will read aloud, and we will
15 Book about fractions/decimals discuss what we see on the page. This can help students connect decimals
minutes and fractions.
Exploration #2 Students and teachers will go outside to complete this activity. Then the teacher
10 Chalk number line will model making a large number line with the chalk on the pavement. Students
minutes will make their own number lines (0-1). The teacher will explain that the number
lines must be only big enough that we can see the begging and the end from
standing in one spot. Then students will draw cards with different fractions and
decimals on them, and walk to the spot on the number line. Once students find the
spot, they will explain why they chose that spot. Then the other group members and
the teacher will discuss the reasonableness of the answer, and help students correct
themselves if they need help. Then students will label the spot on the number line.
Then they will draw another card and the process will start again. Each student will
have their own number line.
Exploration #3 Students will play war with fractions and decimals. For this game each student
15 Fractions and decimals war gets half the deck of fraction and decimal cards. They will place the stack face
minutes down. Then the teacher will say 123 flip! and the students will filp their cards at
the same time. Then students will compare their fractions and decimals using
fraction circles. Students will say their fraction or decimal out loud to the group.
Whoever has the largest gets both the cards for that round. Whoever has the most
cards when the deck is used up wins the fractions/ decimals war game. For each
round students must explain their thinking to the group using fraction circles.
Closure: We will clean up the markers, white boards, fraction circles, and the cards.
5 minutes Cleaning up
Accommodations and Modifications
How might I differentiate instruction for
the range of learners?
Extensions and enrichment:
Additional supports:
Assessments: Informal and/or Formal used for this lesson.
Describe the tools/procedures that
will be used in this lesson to monitor
students learning of the lesson
objective/s (include type of
assessment & what is assessed).
Research/Theories Applied
(Identify theories or research that
supports the approach you used.
Lesson Reflection/Evaluation
Analyze the lesson for:
What went well and why:
What changes could or should be
made?
How will I use assessment data for next
steps?
I can differentiate instruction by changing using other representations, such as different manipulatives or pictures,
to help students better understand. I can also ask students to show their thinking in whatever way they need, so
they can use whatever method they are comfortable with at first. I can also change the difficulty of fractions and
decimals so students are able to model them using fraction circles.
We can create our own fractions to use for the war games, or use the ones from the book to play the game. We
can also think of real life situations where the fractions we are using for the war would occur.
Informal / Formal Observing and listening to students while they explain their
answers during the number talk and war.
Informal / Formal Asking students to explain their thinking with the manipulatives.
Informal / Formal Observing the students while they write notes about the problem to
see what they chose as important information.
All the activities are based on Vygotskis sociocultural theory that all learning is community based and people
learn though interaction. All the activities are social, and the students are learning with the teacher and peers.
This theory also applies because all of the activities are given a real- life context that puts the numbers into
perspective for students. All the activities are also based on Dienes idea that learning occurs through seeing
things from different perspectives. We are intentionally thinking of different ideas, as well as sharing ideas
among group members. The activities also are based on the idea of multiple representations, because we will be
using pictures, manipulatives, and oral representations of thinking about the problems.
This lesson was so much fun! I think the book really helped students understand that fractions and decimals are
related, and presented them in real contexts like pizza or a pair of shoes. It also helped introduce the idea of percents,
even if they dont understand them. The war game was a lot of fun for children , and really helped them make the
connection between decimals and fractions. It was also an engaging activity that helps the students build
relationships with one another and me. This semester I feel I am building good rapport and really getting to know the
students, and it really helps with learning math. They tell me that they wish we could stay longer! I want to think of
something fun to do for the last day.
Include supporting material such as slides of problems, copy of textbook problems, handouts for any activities students will be using
as part of your lesson.