HSOE Lesson Plan Template

HSOE Lesson Plan Template

GRADE 4th

SUBJECT Math

Students will have different visuals representing different fractions, they will have to order
LESSON SUMMARY
them smallest to largest then write 2 or 3 equivalent fractions on their own paper. Then they
will make the fractions using the apples.
How is Theory applied This lesson plan will allow students to begin to figure out their learning preference while also
in this lesson? learning about fractions and how visuals can help them make equivalent fractions.
OBJECTIVE.
What will your students be able to do?

Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how
the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to
recognize and generate equivalent fractions.

This lesson will help students find and identify equivalent fractions as well. Students assessment will come as teacher and
paraprofessional are walking the room and tracking the students’ progress with fractions.

ASSESSMENT
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?
Students will be assessed through their ability to complete their worksheets in groups. This will allow the students to build
confidence using visual aids.
COMMON CORE
How will you address Common Core standards?
Common core will be addressed in this lesson as students will use writing to summarize the lesson and when the students use
their communication skills to communicate which way works better for them to find equivalent fractions, on paper with
pencil or visually with the apples.
DIFFERENTIATION
How will you differentiate your instruction to reach the diversity of learners in your classroom?
How will you address your English Learners?
List the specific strategies you will use.
• There will be several different ways for the students to learn the lesson. First we will go over fractions numerically
on the board.
• Then we will go over them hands on with the apple piece, this will allow the students to see the fractions visually.
Having multiple means of representation is very important as students learn in different ways. The more ways that
we can represent things the wide array of students we can reach.
• English language learners (ELL): were have extra 5 minutes and will have worksheets that have the definitions in
both languages. This will allow them to do the same academic material but have the directions in both languages.
Access to bilingual aide in their group.
• Students with special needs: Will have extra time to identify the fractions (5 minutes extra) they will also receive
the visual aids(apples) to worth with at their stations
• Students with gifted abilities: Will serve as the group leaders and will assist the groups with identifying the correct
fractions to go with the images on the paper and on the flash card.

• Early finishers (those students who finish early and may need additional resources/support): The students who
finish early will have the opportunity to earn extra point by creating 5 equivalent fractions. These students who are
finished early are going to be able to help other students

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OPENING (10 minutes – suggested) MATERIALS/STRATEGIES
How will you communicate what is about to happen? How will you communicate how it
will happen?
How will you communicate its importance? How will you communicate connections to
previous & future lessons?
How will you engage students and capture their interest?
TIME TEACHER STUDENTS
8mins How many of you guys have seen your parents Paper
cook, or prefer to eat your sandwich whole or Pencil
have in cut in half or maybe into smaller pieces? Students will write 4 Flash cards
How about your fruit ? Do you like to eat your fractions2 fractions and 2 worksheets
apple or oranges whole or cut up? This will equivalent fractions.
allows the students to see multiple ways of
seeing fractions and how they are set up. We can
do it using both numbers and the apples. Can
everyone write 2 fractions and 2 sets of
equivalent fractions

INTRODUCTION OF NEW MATERIAL (10 minutes – suggested)

What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged and interested?
TIME TEACHER STUDENTS
8mins Teacher will go over the fractions written on the Students will work with Paper
board and show them represented by apple slices guidance from the teachers Pencil
in front of the class. with one another to find Flash cards
equivalent fractions worksheets
apple slices
GUIDED PRACTICE (15 minutes – suggested)
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged and interested?
TIME TEACHER STUDENTS Paper
Students will work with guidance from the Students will be able to Pencil
10 teachers with one another to find equivalent work ahead if they have the Flash cards
fractions. Teacher will first model how to write ability to. Worksheets
fractions and find equivalent fractions. Then Apple slices
students will be able to complete the first 4
problems on the worksheet together.

INDEPENDENT PRACTICE ( 25 minutes – suggested)

How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension?
Why will students be engaged and interested?
TIME TEACHER STUDENTS Apple slices
Teacher will walk to room to see if students need Students will be working to Worksheets
20mins help. The key is to stay active and make sure complete their worksheet in pencil
students get the guidance they need. their small groups. paper
CLOSING ( 5 minutes – suggested)
How will students summarize what they learned?

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How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?

TIME TEACHER STUDENTS

14 Teaching will go to individual groups and ask Students will have to give a
mins students which method helped more, basic math response to the teacher and
or visually with apple slices. their small group on which
one they prefer. Students
will have the choice
between visually with
apples or with pencil and
paper.
HOMEWORK (if appropriate). How will students practice what they learned?

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 Rationale:
Learning the relatively permanent change in knowledge or behavior that is the result of

experience(Stangor,2013). It is very important for the students to have access to multiple means

of representation. Many students work better with visual aids that supplement math instruction.

In this lesson students will have the access to guided instruction worksheets and visuals in the

case apple slices that will give the students the ability to use their cognitive abilities as well as

well as bring in psychology as we are seeing students learning preferences. As student are able to

build equivalent fractions with their apple slices as they practice basic math it will add an

element to cogitatively build the skill. Learning involves the integration of events into an active

Storage system comprised of organizational structures termed schemata. This lesson is able to

build on this ability for the students and connect math to the active storage system.

Students who work well with their hands and enjoy kinesthetic learning may prefer

alternate ways to complete math problems in this lesson we gave ours students that ability The

students will have to reflect on the lesson internally to be able to share their experience and

preferences with their group as well as their teacher. The cognitive, as well humanistic, would

focus on the importance of internal feedback (Huitt, 2006). This lesson gives the students the

opportunity to reflect on their personally learning preferences which can help them in the future.

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 References:

Grider, C. (1993). Foundations of Cognitive Theory A Concise Review. Place of publication not

identified: Distributed by ERIC Clearinghouse.

Huitt, W. (2006). The cognitive system. Educational Psychology Interactive. Valdosta, GA:

Valdosta State University. Retrieved [date], from

http://www.edpsycinteractive.org/topics/cognition/cogsys.html

Stangor, C. (2013). Introduction to psychology version 2.0. Irvington, NY: Flatworld

Knowledge.

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 also.

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