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Lesson Preparation Information

Preparation Tasks Teacher Candidate

1. Write the date of your formal observation. Double February 4, 2019
check that you have signed up for an observation 8:30 am - 10:15 am
on the Google calendar.
2. Write the date of when you need to provide a January 29, 2019
lesson plan draft to your Field supervisor.
3. Write down the dates of when you and your January 16, 2019, January 28, 2019, January 29, 2019
mentor teacher discussed the lesson plan.
4. Write down the date of when you “sent” or January 29, 2019
“printed” a draft of your lesson plan for your
mentor teacher.
5. Write the names of students who do not have an N/A
approved video media release form (disregard if
you do not need to videotape).
6. If you are teaching the lesson outside of the N/A
classroom, did you coordinate with your mentor
teacher and other faculty about the use of space?
What is your back up plan if this space becomes
unavailable that day? (e.g., you might want to
teach outdoors but the weather forecast is rain for
that day)
7. Does your lesson plan include: *If you answered yes to any of these prompts, be sure to
● any text that students will read? include these items in your lesson plan. If there isn’t a copy,
● a teacher assessment tool to measure your lesson plan may be returned without review. Did you
students learning based on the standards and include these items?
benchmarks?
● activity sheets that students will use in the Yes - Stepping Stones Bookwork
lesson?
● A completed copy of your teacher sample of
the student activity sheet?
8. Describe any parts in the lesson that you would Please check to make sure my SLOs, and enduring
like more guidance with in planning. *NOTE: the understanding align well with my learning tasks, and formative
amount of feedback/suggestions you receive from assessment.
your field supervisor and/or mentor are contingent

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on your submittal of the lesson plan draft by the Even though I give the students time for breaks, do you think this
specified 7 working days prior to observation. is too much time being spent on the floor?

Do you have any ideas on how I can model the difference

between the three types of fractions visually?

First Name Last Name Email Date and Time

Taylor Tamanaha ttamanah@hawaii.edu February 4, 2019
8:30 am - 10:15 am
(includes debrief time)
Semester and Year Grade Level Subject/Content Area Lesson Duration
Spring 2019 Third Grade Mathematics 1.5 Hours - 1 Day
Title
COMMON FRACTIONS: COUNTING BEYOND ONE WHOLE

Overview
A brief description of the lesson’s content and how it relates to a larger unit of instruction. Explain why the skills and
knowledge are important for students to develop. Include prerequisite student knowledge required to meet lesson
outcomes and relationship to future learning.
(1a: Demonstrating Knowledge of Content and Pedagogy)
In this lesson, the students will be introduced to fractions bigger than one whole. The students will make connections
between the value of these types of fractions numerically, and visually. The goal of the lesson is to have the students
understand that fractions can be part of a whole, equal to a whole, or more than a whole. They should be able to create a
visual representing each type of fraction, but the focus is on fractions equal, and more than a whole.

Enduring Understanding(s) Essential Question(s)

Important ideas or processes for the students to explore Promote inquiry to discover the enduring understanding(s)
and uncover (1a: Demonstrating Knowledge of Content and
(1a: Demonstrating Knowledge of Content and Pedagogy)
Pedagogy)
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How do we use fractions in our everyday lives?

The students need to understand that fractions can be part
of a whole, equal to a whole, or more than a whole
(McTighe, J., & Wiggins, G. (2013). Essential
depending on the numerical value of the numerator, and
questions: opening doors to student understanding.
denominator.
Retrieved from http://ebookcentral.proquest.com)
They will encounter fractions a lot during their everyday
lives whether it involves measurement, cooking, building…
etc.

Content Standard(s)
Standardized statements about what the students should know or be able to do (i.e., The Common Core State Standards
(CCSS) or Hawaii Content & Performance Standards III) that align with the enduring understandings, essential questions,
and student learning objectives.
(1c: Setting Instructional Outcomes)
CCSS.MATH.CONTENT.3.NF.A.3.C: Express whole numbers as fractions, and recognize fractions that are equivalent to
whole numbers. Examples: Express 3 in the form 3= 3/1; recognize that 6/1=6; locate 4/4 and 1 at the same point of a
number line diagram.

The students will be able to... explain that there are three different types of fractions: part of a whole, equal to a whole,
and more than a whole.

The students will be able to… represent the three different types of fractions visually.

Knowledge of Students
A description of 1) studentsʻ current level of understanding and experiences with the content in the lesson and 2)the
students’ interests, unique characteristics, and needs. (1b: Demonstrating Knowledge of Students)
Content knowledge and skills:
The students will already be introduced to fractions as part of a whole. They will need to have a concrete understanding
of this concept.
Prior academic performance:

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The students should be able to represent part of a whole fractions visually.

Student Learning Objectives/Instructional Goals

What the students are expected to be able to do and/or to know by the end of the lesson or by the end of multiple
lessons.
(1c: Setting Instructional Outcomes)
I can draw and write fractions that are equal to, or more than one whole.

Application of skills and strategies

(Briefly describe what skill and strategies will be used by students to learn the benchmark)
Skill Strategy
(a learning behavior that is (Techniques that will help students learn the skill)
intended for students to do
automatically)
Listening The students can practice listening by keeping their eyes, and ears on the speaker.
Drawing The students can practice drawing by moving their pencil slowly, and creating the
outline of the shape first. They could also use a template.

Student Assessments
Checks for student understanding throughout the lesson (formative assessment tasks) and evaluation of how the
students have met the student learning outcomes including the evaluation criteria (summative assessments) and all
assessment tools. (1f: Designing Student Assessments)
The students will complete a short exit slip to this prompt: Write and draw the fractions Two & Two Fourths, and Five
Fourths on your index card. The teacher formative assessment to measure student learning is a rubric. There is no
summative assessment.

Academic Language Demands and Supports

The ways that students will be required to use content area language during the lesson and the instructional strategies to
be used to help the students to meet the language demands. (1a: Knowledge of Content and Pedagogy; 1b:
Knowledge of Students)

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Academic vocabulary:
Fraction - A fraction is a part of a whole. (Place On Vocabulary Chart)
Fractions Less Than One Whole - Put Examples: 1/3 , 4/7, 2/4, 1/2 (Place On Vocabulary Chart)
Fractions Equal To One Whole - 1/1, 2/2, 3/3 (Place On Vocabulary Chart)
Fractions Greater Than One Whole - Put Examples: 4/3, 3/2, 8/2, 5/4 (Place On Vocabulary Chart)
Language Supports:
Vocabulary Chart

Lesson Procedures
A description of the sequence of learning experiences (what the teacher will do and say and what the students will do
during the lesson) including the launch of the lesson, the ways the materials will be presented, the ways the students will
actively engage in learning, the questions posed, and the lesson closure. (1a: Demonstrating Knowledge of Content
and Pedagogy; 1e: Designing Coherent Instruction)
Use GRR model provided below OR content specific lesson framework (5E model, IDM etc.)

Lesson Procedures:Instructional Strategies and Learning Tasks

A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps
that convey the use of multiple strategies, supports, and resources and 2) list opportunities offered for multiple modes of
participation
Keep in mind that each lesson may not have all of the GRR Instructional components and add/delete rows if adapting).
Be specific, write what you plan to say and include examples of what you will do. Start with an action verb.
CORRECTLY NUMBER BULLET EACH STEP in one numeral sequence (e.g., 1, 2, 3). Use letters if there are
substeps (1a, 1b, 1c)

Instructional component Sequence of Activities

Classroom management Say “1, 2, 3 eyes on me!” Students will respond “1, 2 eyes on you!”
attention getter

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1. Introduction 1. Go over the learning targets for the day.

(3 Minutes) Say “Repeat after me: I can draw and write fractions that are equal to, or more than one
whole”.
2. Ask the students, “Why is it important to learn about fractions? How do we use
them in our lives?”
Say “Let’s have a discussion about fractions. Why is it important to learn about fractions?
How do we use them in our lives? Go ahead and talk with your partner. Be prepared to
share your answers with the class.”
2. Building Background 1. Review what a fraction that is less than one whole is.
(3 Minutes)
1a. Write 1/2 , 1/4, 3/5, and 2/8 on the whiteboard.
1b. Ask “Does anyone remember what type of fraction this is? How do you know?” (If no
one responds, say “these numbers are all examples of fractions that are less than one
whole.) When you think of fractions that are less than one whole, remember to think of it
as part of a pie, but not a whole pie.”) Point to the numerator, and point to the
denominator of the fraction example on anchor chart while explaining.
1c. Say “Today we are going to be focusing on learning about another type of fraction.
This fraction is more than one whole.”
2. Tell the students to stand up and stretch for one minute.
Say “We have a lot to cover on the floor so go ahead and take one minute to stand up and
stretch.”
1. Explain, then model how to write and draw an example of a fraction that is more
3. Focus/mini lesson (I
than one whole.
do)
2a. Say “A fraction that is more than one whole is a fraction with a numerator that is bigger
than the denominator. When you think of fractions that are equal to more than one whole,
(10 Minutes) think of it like mixed numbers. For fractions that are more than one whole, it is like having
at least one whole pie, along with part of another pie. For example, 9/6.”
2b. Write and draw 9/6 on the whiteboard. Explain that this is another example of a
fraction that is more than one whole.
2c. Write and draw 8/4 on the whiteboard. Explain that this is another example of a
fraction that is more than one whole.

Note:

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● If the students appear to be confused about how to draw the fractions, tell them
that the denominator will show them the amount of parts in one whole, and the
numerator will show them the amount of parts to shade.
4. Guided practice (We 1. Tell the students to write and draw the fraction four over two on their whiteboard.
do) 1a. Say “Now that I showed you how to write and draw fractions that are more than one
(5-10 Minutes) whole, you are going to practice writing and drawing this type of fraction on your
whiteboard. Go ahead and take out your whiteboard, and expo pen. I want you to write
and draw the fraction 4/2 on your whiteboard. When you finish writing and drawing the
fraction, go ahead and wait patiently. When I say so, show your whiteboard.”
1b. Write and draw the correct version on the whiteboard.
2. Tell the students to write and draw the fraction 4/2 on their whiteboard.
2a. Say “Now, I want you to write and draw the fraction eight fifths on your whiteboards.
When you finish writing and drawing your fraction, go ahead and wait patiently. When I
say so, show your whiteboard.”
3. Tell the students to stand up and stretch.
3a. Say “Thank you for your hard work on that activity. While I set up the elmo, go ahead
and take 2 minutes to stand up and stretch. You may use the bathroom or get water if you
need.”

Notes:
● If the students appear to be confused about how to write and draw the fractions,
model an example for them on the whiteboard, or work on this altogether.

● If not all the students are able to finish writing their drawings and fractions in 3
minutes (for each), tell them it’s ok, because we will get more practice in our
workbook.
5. Collaborative Group 1. Model problem 1. a, c, and d on page 294.
work (You do it 1a. Read the directions.
together) Say “Please go ahead and get ready to begin again. Turn to page 294 in your Stepping
(15 Minutes) Stones book. The directions for problem #1 say “Each strip is one whole. Color parts to
show each fraction”.”
1b. Explain that the numerator is the amount of boxes they need to color in. The
denominator represents the 3 boxes that make one whole.
Say “Remember, the amount of boxes that you are coloring is the amount of boxes from
the numerator. The denominator tells us the amount of boxes that make one whole.
Therefore, I will be coloring in ___ boxes.” Repeat for each problem. Make sure it is visible
on elmo.
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2. Tell the students to complete problem 1. b, and f on page 294.

6. Independent work
(You do it alone)
(25 Minutes)
Say “Now that you have seen me model these problems, go ahead and complete part b,
and f for problem 1.”
3. Model problem 3. a, d, and e on page 295.
3a. Read the directions.
Say “Now let’s look at page 295 in our Stepping Stones book. The directions say “Each
strip is one whole. Color parts to show each fraction”.”
3b. Explain that this problem is the same as the last problem, the only difference in that
the fractions are in word-form. Remind the students that the first word number is the
amount of boxes that they need to color in. The second word number is the amount of
boxes that make one whole.
Say “Remember, the amount of boxes that you are coloring in is the first word number.
The second word number is the amount of boxes that make one whole. In this problem,
one whole has four parts. Therefore, I will be coloring in ___ boxes.” Repeat for each
problem. Make sure it is visible on the elmo.
4. Tell the students to complete problem 3. b, and f on page 295.
Note:
● If it helps, tell the students to label the count of each box they color in. For
example, 1/3, 2/3, 3/3… etc.
1. Tell the students to complete the rest of pages 294-295 on their own.
Say “When excused, you may go back to your desk and complete the rest of pages 294-
295 in your Stepping Stones books.”
2. Write the formative assessment question on the whiteboard. Tell the teacher’s
assistants to hand out index cards. Tell the students that the exit pass needs to
be completed before they leave to go to recess.
2a. Write on the whiteboard: “Write and draw the fractions Two & Two Fourths, and Five
Fourths on your index card. Extra Credit: Write or draw the fraction One & Three Sixths.”
2b. Say “When you finish your Stepping Stones pages, complete the exit pass that is
shown on the board. The teacher’s assistants will hand out index cards to each person.
We will still be having one more discussion at the end; however, if you do not finish your
exit pass by then you will need to stay in for recess. Police officers, you may excuse
everyone back to their desks.”

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7. Monitoring Plan Walk around while the students are working and check to see how they are doing while
working independently. Ask each table group if anyone needs help, and has any
questions. If the students finish early, they may help another student, or do early finishers.
8. Closure 1. Ask the students “How do we use fractions in our everyday lives?” Conduct a
(5 Minutes) short discussion and tell the students to share their answers.
Say & Ask “Thank you for all of your hard work together. Let’s make some connections
with real-life. How do we use fractions in our everyday lives? Why do we think it is
important to learn about fractions? You may talk to a partner, but make sure you have
something to share with the class.”
Tell the students to share their answers. (If the students don’t say it, make sure to say that
we use fractions when we measure things, and cook.)
2. Review the learning target for the day.
Say “Let’s read our learning target altogether. Ready and begin. I can draw and write
fractions that are equal to, or more than one whole.”

Differentiation According to Students’ Needs

Adaptations/modifications to instructional strategies, the learning environment, content, and/or assessment tasks to
ensure that all students (e.g., students who have IEPs/504 plans, students who are speakers of other languages,
students who have advanced or emergent proficiency with the content and concepts) have access to and are able to
engage actively in the lesson.
(1b: Knowledge of Students;1e: Designing Coherent Instruction)
Use the table below to address specific student needs in your classroom.

UDL Proactive Differentiated Instruction

Intentional instructional activities in place to minimize the need for future RTI.

Category Type of Proactive Differentiated

Instruction
Representing Content The content is represented both visually, and verbally.

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Engaging Student I allow the students to work with a partner, or in small groups. In addition, I have the students
Interest work with their whiteboards which is something they enjoy doing.
Demonstrating Although I would like the students to answer both parts of the prompt on the formative
Learning assessment, I allow them to opportunity to draw and write the given fraction.
Cultural Considerations N/A

Instructional Materials/Resources
All materials, handouts, resources, and technology tools that are needed to execute the lesson. (1d: Demonstrating
Knowledge of Resources)
Resources:
Segawa, Casi (2019)
Stepping Stones
Common Core State Standards
Materials:
● Pencils (22)
● Stepping Stones Notebooks (22)
● Whiteboards (22)
● Expo Pens (23)
● Vocabulary Poster (1)
● Anchor Chart (1)
● Colorful Markers (1 Pack)
● Elmo (1)
● Laptop (1)
● Speaker (1)

Lesson Plan Reflection (if lesson is carried out)

An analysis of the effectiveness of the lesson (what worked well? what did not work as well?) in terms of student learning
and the extent to which the instructional outcomes were achieved based on specific evidence from the lesson and
references to evidence-based practices and theories of student learning. A description of how you will use what you
learned from reflecting on this lesson in your future teaching.
(4a: Reflecting on Teaching)
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Use Reflection Template

Teacher Assessment Tool

Well Below Developing Proficiency Meets With Proficiency Meets With Excellence

● The student does ● The student ● The student ● The student

not attempt the answers all parts of answers all parts of answers all parts of
assessment. the assessment, but the assessment the assessment
not accurately. accurately. accurately, along
● The students only with the extra credit
completes part of portion.
the assessment.

Student Assessment Data Table

Students’ First Name CCSS.MATH.CONTENT.3.NF.A.3.C:

1. Geoffrey MP
2. Kelii abs.
3. Charmaine N/A
4. Gambit N/A
5. Lio N/A
6. Katrina MP
7. Jessica MP
8. Shastene DP
9. Ron WB
10. Braven DP
11. Erik MP
12. Faith WB
13. Randall MP

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14. Sunshine DP
15. Kuuipo abs.
16. Adrina DP
17. Kayla MP
18. Hannah DP
19. Reyanne MP
20. Marstant N/A
21. Sejian abs.
22. Jhuvi WB
Student Assessment Data Table:

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