ED 345 Calvin University Teacher Intern Lesson Plan Template

Teacher Intern: Abby Hendriksma Date: 3-8-21

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Grade Level:4 Subject/ Topic: Math – Exploring multiplication of fractions
Approx. time spent planning this lesson: 1 hour *The template will expand as text is
added.*
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: Students will begin to explore situations where they need to multiply fractions. They
will multiply like and unlike fractions by whole numbers.
Brief Context: They have explored fractions before and discussed how to add and subtract mixed numbers.
Prerequisite Knowledge/Skills: What fractions mean and how to multiply whole numbers.
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will: I will assess learning by:
1. Multiply like fractions by whole numbers. 1. Math message – we will do the math message
2. Multiply unlike fractions by whole numbers. together. Students will record their responses on
3. Solve story problems with multiplication of an index card and then we will discuss as a class.
whole numbers by a fraction. 2. Note guide and math message part 2 – students
will complete it with their note guide and discuss
with the class.
3. Page 232 and 233 of their student diary with their
math partner. Students will finish pages and then
have a “conference with the teacher.”
Standards Addressed in Lesson:
4.OA.2- Multiply or divide to solve word problems involving multiplicative comparison, eg , by using drawing and
equations with a symbol to for the unknown number to represent the problem.
4.NF.2- Compare two fractions with different numerators and different denomanators by creating common
denominators or numerators. Recognize that comparisons are only valid when compared to the same whole.
4.NF.3 – Understand addition and subtraction of fractions as joining and separating parts of the same whole.
Instructional Resources:
- Everyday Math Teacher Guide
- Google slides
- Note guide
- Early finisher worksheet
Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.
- I have created visuals to guide my students in the math lesson. This will help my learners to see the tasks they
supposed to be completing.
- I have created tasks that my students will complete individually and also with their math partners. The math
partners are pre-determined. More confident math students are paired with less confident students.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

BUILDING RESPECTFUL RELATIONSHIPS: (Note any specific ways in which you plan to establish rapport, build mutual
trust, monitor & maintain relationships. Consider student-teacher & student-student relationships.)
- Students will be working with their math partner for this project. We have been working with the same
partner for weeks. They have been building this relationship with them and will continue this.
- We will work on accepting all thoughts and processes during class discussions.
 - I will guide students and support them through the process.

ORGANIZATIONAL ROUTINES: (Identify ways that you have intentionally organized time, space, materials, & students
to minimize disruptions and maximize learning.)
- We will keep our same organization – we do together, then they do with a partner and then a closing
discussion.
- Students will have all materials before starting to minimize distractions.
- Students will have clear expectations stated before each activity.

SPECIFYING & REINFORCING PRODUCTIVE BEHAVIOR: (Note how expectations are specified, productive behavior is
reinforced and disruptive behavior is redirected.)
- Expectations will be clearly stated before starting.
- Their jobs will be posted visually on the board so students know what they are expected to do at specified
times.
- Superheros will be given to students who go above and beyond.
- Students who continually do not follow directions will receive yellow notes home.
- Emphasis our class chain (when one person acts out we all suffer)

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
1. Show the short video about multiplying fractions and whole numbers to get them started.
2. Show the math message on the board and have students solve it on their index card. Then have a discussion
about the steps that they took to solve the problem. Allow various students to show their work to the class.
Development: [It may help to number your steps with corresponding times.]
1. Discuss the math message. With the following questions:
a. Como pueden representar la ecuación de suma con una ecuación de multiplicación? (allow a volunteer
to respond)
2. Switch to the next slide. Discuss the 3 strategies using the math message problem.
a. Dibujar- make a drawing using boxes to answer the question.
b. Sumar- show how you can add the fractions to get to the question.
c. Multiplicar- show how using multiplication helps us to get to the answer the fastest.
3. Switch to the next slide. Have students complete the problem on their note guide. Then allow students to share
their strategies. Use the questions below to guide the discussion:
a. Como pueden representar la ecuación de suma con una ecuación de multiplicación?
b. Ask a student to show you a drawing.
4. Ask students to turn to page 232 of their student diary. Guide students in completing the first problem. Explain
to students that they will be working with their math partners for this activity. Say that they expectation is that
they will work only with their assigned partner, quietly and together. One person shouldn’t do all the work.
5. When students are done – they should show you the math pages and you should ask them to explain problems 2
and 3 to you.
6. Students who finish early can work on the worksheet you have prepared for early finishers.
Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
1. Call the class back together and discuss:
a. ¿Que son las estrategias para multiplicar fracciones?
b. Como te sientes de ese?

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your efforts as a professional.
- I will dress professionally.
- I will keep a calm and collected manner at all times in the classroom, especially when interacting with students.
- I will guide students as needed and help them to engage in the productive struggle.

REFLECTION AFTER TEACHING THE LESSON: