ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Kennedey DeRuiter Date: March 13, 2018

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Grade Level: 4 grade Subject/ Topic: Intro to Fractions

Approx. time spent planning this lesson: 1 hour

DOMAIN 1: PLANNING & PREPARATION
Main Focus: Expanding on Equal Parts

Brief Context: After working with parts of a whole, we will continue working with specific fraction
vocabulary and labeling fractions. This is important because of the large number of English language
learners.

Prerequisite Knowledge/Skills: Reading, making equal parts.

Objectives:
CCSS.MATH.CONTENT.3.NF.A.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.

Students can divide shapes into equal parts.

Students can label the fraction that matches the shape.
Students can label a fraction to a set of shapes.

Assessment: Worksheets, involvement in activity.

Worldview Integration: Learning fractions might be a tedious math task, but I will strive to make it
relevant and exciting as I value each student’s learning experience around this practical skill.
Connecting the practice of fractions to the idea of sharing and splitting items equally among a
community will be an important concept in this unit. It will also bridge the work we’ve been doing with
division and use that work to support our work with fractions. Everything is connected in math!

Instructional Resources: Exploring Fractions, Fairs and Festivals, Dividing Equal Parts

Universal Design for Learning Networks/Domains (see UDL Guidelines )

RECOGNITION
Multiple Means of
Representation
Options for Perception
Written words on board
Auditory instructions
Visual images of fractions 5
Options for
Language/Symbols
STRATEGIC AFFECTIVE
Multiple Means of Expression Multiple Means of
Engagement
Options for action/interaction Options for recruiting
interest
Activity with vocabulary
Worksheet with review,
vocabulary
Options for Expression Options for Sustaining Effort
& Persistence
Writing, speaking

Options for Comprehension Options for Executive Options for Self-Regulation

Function
DOMAIN 2: THE CLASSROOM ENVIRONMENT
COVENANT MANAGEMENT: Relationship & community building students work together for
vocabulary activity, sharing with partners.

CONDUCT MANAGEMENT: Remind students of expectations of discussion, instruction:

raising hands before answering a question or listening quietly when receiving instruction.

PHYSICAL ENVIRONMENT: open space at the front of the classroom. Students working at
desks.
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: THE LESSON
Motivation/Opening/Intro:
Review worksheet from yesterday. Right and wrong.
Let’s review what we already know! (Use Exploring Fractions worksheet)
Give students 5-8 minutes to complete worksheet.

Have students talk with a partner about their answers. Share answers with the whole class.
(15 min)

Extend equal parts to more shapes than just circles and to whole groups.
Something that was a little tricky for us on the pretest and on our worksheet yesterday was naming
the fraction of a set of objects.
So I need 6 volunteers.
Activity with students – get 6 students up front and give four out of six a paper. Ask, “What fraction of
students have papers”?

With the same group of students – what would it look like if 1/3 of the students lay on the ground?
Even though we have six people, how many parts do we have in our fraction. THREE. How can we
divide six into three equal parts? What are we doing here that we’ve done a lot of practice with?
Division.)

Same six students – how can we show ½ with their hands on their head.

Work as a whole class through first question on worksheet Fairs and Festivals. After example
questions have students do the rest on their own.

When students finish, they can turn to Dividing Equal Parts worksheet until everyone is finished.
(15-20)
Go over answers if time remains.

Closure:
Review explanation of fraction – part of a whole. Does the whole have to be a circle? No it can be any
shape, and we can even divide up a set into equal parts (just like division) and right that as a fraction.
just as long as the parts are EQUAL.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

CANDIDATE NOTED EVIDENCE OF PROFESSIONALISM: Addressing students as ‘class’
‘students’ ‘fourth graders’. Employ wait time, calling on different students, talking with a calm, patient
voice, dress professionally.
Fully prepared with materials and sufficient copies.