The lesson (6.

3) will be the focus for 2/8/21 and 2/9/21

Name: Caitlin Gills Date: 2/8/21

Subject: Mathematics Topic: Simplest Form

Grade: 4th Length of Lesson: 1hr and 10 minutes

The Big Idea: How can you write a fraction as an equivalent fraction in simplest form?
Domain: Number and Operations – Fractions

Cluster: Extend Understanding of Fraction Equivalence and Ordering

Standard: M.4.12

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.

Specific Objective: The student will demonstrate mastery of the lesson’s standard by being able
to demonstrate fractions in their simplest form with 85% accuracy as measured by formative and
summative assessment.

Introduction:
The teacher will begin the lesson by explaining to the students that they will be continuing from last weeks
lesson of equivalent fractions. The teacher will begin by saying, “last week we learned how to generate
equivalent fractions using models and multiplication. Who can remember and tell me what an equivalent
fraction is?” Possible answer: fractions that have the same value. The teacher will also have students explain the
vocabulary words of “equivalent, denominator, numerator, etc.” The teacher will have students get out their dry
erase boards to practice the previous skill. The teacher will write 2/4 on the smartboard and have students write
two equivalent fractions. The teacher will call on student to give their answers (class will check answers
together). The teacher will continue with a few more introduction problems to evaluate students understanding.
Ex.
3/6 Write two equivalent fractions
3/10 Write two equivalent fractions
Are 2/3 and 6/8 equivalent? Explain your answer.
5/6 and 10/12 Draw an = if fraction is equal draw = and if the fractions are not equivalent.

1
Method(s):
During this lesson, many different learning methods will be utilized for students benefit. Discussion,
questioning (divergent, evaluative), whole group activity, hands-on learning, kinesthetic/visual learning
modalities, formative/summative assessment.

Materials/Equipment/Technology/Community Resources:
Materials will include smartboard, math workbook, dry erase board and markers, teacher manual, simplest form
video from flyer (https://drive.google.com/file/d/1tJ3JUwF6iYmEB9baWmddkuJdbRzo3TNx/view)

Direct Instruction/Warm-Up Activity/Presentation/Model Lesson/Make Connections:

The teacher will continue from the introduction and play the video “Simplest Form”
(https://drive.google.com/file/d/1tJ3JUwF6iYmEB9baWmddkuJdbRzo3TNx/view)
The teacher will then explain to the students that today’s lesson will discuss using fraction models or common
factors and division to write equivalent fractions in simplest form. The teacher will ask the students, “Who can
tell me what they think is simplest form? What does that mean when talking about fractions?” “Have you ever
heard of reducing when talking about fractions?” The teacher will explain to the students that, “A fraction is in
simplest form when the top and bottom cannot be any smaller, while still being whole numbers. To simplify a
fraction, we divide the top and bottom by the greatest number that will divide both numbers exactly. The
teacher will explain that sometimes, people will call this “reducing” which means to simplify. The teacher will
write an example on the smart board. The example will be 2/8 (the teacher will also draw a model) The teacher
will explain to the students that when looking at a fraction (the numerator and denominator) you must identify
what 1 number can go into both the numerator and the denominator. In this example, the number 2 can go into
our numerator (2) and our denominator (8). The teacher will ask the students “How many times can 2 go into 2?
(1) How many times can 2 go into 8? (4) Therefore, the answer of 2/8 in simplest form is ¼.

Guided Practice:
The teacher will continue the lesson by demonstrating a few more examples before working together with the
students in the math workbook. The teacher will have students keep their dry erase boards out to follow along
with the examples and practice. The teacher will write down 6/12 on the smart board (students will copy this
down on their dry erase board. The teacher will explain from the previous example that the next step is to
identify what number could go into both the numerator and denominator. The teacher will ask, “what is another
strategy we could use if we do not know right off of what number could go into both 6 and 12?” (possible
answer: greatest common factor chart) The teacher will explain to the students that they can place their 2
numbers in a “T-Chart” to find the greatest common factor (as studied previously). The teacher will create this
chart for students to visually see the strategy.
6 12
1&6 1&12
2&3 2&6
3&2
The teacher will ask the students, “Now, what numbers do you see on both sides of the chart that we could
use?”(possible answer: 2) The teacher will walk out the steps of dividing the numerator and denominator as
previously done in the introduction. This will result in 3/6. The teacher will then ask the students, “Can this
2
fraction reduce another time? Raise your hand if you say yes.” “If so, what is the other common number
between 6 and 12?” (3) The teacher will walk out the steps of dividing the numerator and denominator as
previously done in the introduction. This will result in ½. The teacher will continue with multiple examples to
ensure understanding before moving into a section of the students’ math workbook (pg. 339-340). The teacher
will work with the students to complete this page and be sure to observe and use questioning. The teacher will
then move onto independent practice.

Independent Practice:
For independent practice, students will be completing “Share and Show” in their GoMath book. This will be
page 341-342. The teacher will walk around the room to ensure students maintain focus and to answer any
questions students may have. If need be, the teacher will go over any question on the page that most of the
students have questions about. (Ex. #14) Page 341 will be student’s pre-test to see the level of understanding for
the teacher to adjust the next lesson. The teacher will go over answers for page 342.

Differentiation:

Tier 1 Learners: These leaners will be provided with explicit instruction as well as guiding questions to make
sure they are understanding the material presented to them. These learners will work independent on their work
and will be provided extra resources if needed. If these students finish early, they will be given a “brain game”
which is a math worksheet puzzle dealing with simplifying fractions.

Tier 2 Learners: These students will be provided with instruction as well as guiding questions to be sure they
are understanding the material. These students will be provided extra help from the classroom teacher, and
additional instruction as the teacher walks around during independent practice. The teacher will use many
different modalities.

Tier 3 Learners- These learners will be provided instruction as well as guiding questions to be sure they are
understanding the material. These students will be provided with help during the whole process of the lesson if
needed. Students will be provided extra instruction and the possibility of chunking assignment if needed or any
other accommodation listed. (504 or IEP)

Evaluation/Assessment: The assessment will be page 341 which will be graded based on the key. Questions 1-
14. The teacher will go over answers for page 342. Post-assessment will be completed on Day 2 of lesson 6.3.
Summative assessment will include the student’s ability to participate and comprehension throughout the
activities. Corrective and positive feedback will be provided to the students.

Wrap-Up (Lesson Closure) /Concluding Activity:

To conclude the lesson the teacher will ask the students “So, today we started working on using common factors
and division to write equivalent fractions into simplest form. Who can explain to us what simplest form is?”
“What also is another word for simplifying? What other strategy did we use today to help us find our factor that
the numerator and denominator had in common?” The teacher will also answer any questions students may still
have concerning the lesson.

3
Reflection:

When beginning the lesson of reviewing equivalent fractions the students were able to recall from the previous
lesson taught by the cooperating teacher. When moving into the guided practice, the students had a difficult
time switching from multiplying (equivalent fractions) to dividing (simplifying). The students also struggled
with finding one number that goes into both the numerator and denominator – the students also had a difficult
time grasping the concept of saying” What is 6 divided by 2?” I broke down each section of the lesson that the
students had a hard time understanding. After repetition of discussing vocabular words, steps of simplifying
fractions, and speaking out (describing) the process. Eventually half of the class began to catch onto the concept
with a few still struggling and feeling uncertain working independently. The class and I went through several
examples and I allowed them to work independently with a few. The select group of students who were still
struggling, I made sure to visit their desk while walking around the room to answer any questions and provide
further guidance.

4
Teachers Key (Attachments 1-5)

5
6
 The lesson (6.3) will be the focus for 2/8/21 and 2/9/21

Name: Caitlin Gills Date: 2/9/21

Subject: Mathematics Topic: Simplest Form

Grade: 4th Length of Lesson: 1hr and 10 minutes

The Big Idea: How can you write a fraction as an equivalent fraction in simplest form?
Domain: Number and Operations - Fractions

Cluster: Extend Understanding of Fraction Equivalence and Ordering

Standard: M.4.12

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.

Specific Objective: The student will demonstrate mastery of the lesson’s standard by being able
to demonstrate fractions in their simplest form with 85% accuracy as measured by formative and
summative assessment.

Introduction:
To begin the lesson the teacher will re-cover from the previous lesson. The teacher will begin by saying
“Yesterday, we discussed how to use methods of division and models to generate fractions in the simplest
form.” “Who can tell me in your own words what simplest form means?” Who also can remember and tell me
what an equivalent fraction is?” Possible answer: fractions that have the same value. The teacher will also have
students explain the vocabulary words used from yesterday of “equivalent, denominator, numerator, etc.”
Students will have an open discussion. The teacher will be able to monitor student’s comprehension of words
definitions.

Method(s):
During this lesson, many different learning methods will be utilized for students benefit. Discussion,
questioning (divergent, evaluative), whole group activity, hands-on learning, kinesthetic/visual learning
modalities, formative/summative assessment.

7
Materials/Equipment/Technology/Community Resources:
Materials will include smartboard math workbook, teacher manual, “Simplifying fractions BrainPOP.”
(https://www.youtube.com/watch?v=NzKneWSxaPE), dry erase boards/markers, and simplifying fractions
soccer game (http://www.math-play.com/simplifying-fractions-game/simplifying-fractions-soccer-
game_html5.html).

Direct Instruction/Warm-Up Activity/Presentation/Model Lesson/Make Connections:

The teacher will continue from the introduction the teacher will play the video “Simplifying fractions
BrainPOP.” (https://www.youtube.com/watch?v=NzKneWSxaPE)
The teacher will continue by explaining to the students that today’s lesson will be a continuation of using
fraction models or common factors and division to write equivalent fractions in their simplest form. The teacher
will reiterate to the students that, “A fraction is in simplest form when the top and bottom cannot be any
smaller, while still being whole numbers. To simplify a fraction, we divide the top and bottom by the greatest
number that will divide both numbers exactly. The teacher will go over the word “reducing” which means to
simplify, with the students to ensure understanding of vocabulary words (denominator, numerator, etc.)

Guided Practice:
The teacher will continue the lesson by demonstrating a few examples on the smartboard before working
together with the students in the math workbook. The teacher will have the examples of 3/27, 16/30/ 10/20, and
7/21. The teacher will have students write their answers on their dry erase boards. The teacher will go over the
problems with the students and be sure to explain each answer. Once the teacher feels confident, the class will
transition to their GoMath book. The students will turn to page 343 and complete to page 344. The teacher will
work through the problems with students to ensure guided practice and mastery of the skill.

Independent Practice:
For independent practice, students will complete the post assessment. This will have students demonstrate the
skills they have learned the past two days of this lesson (6.3). The teacher will walk around the room to ensure
students maintain focus and to answer any questions students may have.

Differentiation:

Tier 1 Learners: These learners will be provided with explicit instruction as well as guiding questions to make
sure they are understanding the material presented to them. These learners will work independent on their work
and will be provided extra resources if needed.

Tier 2 Learners: These students will be provided with instruction as well as guiding questions to be sure they
are understanding the material. These students will be provided extra help from the classroom teacher, and
additional instruction as the teacher walks around during independent practice. The teacher will use many
different modalities.

Tier 3 Learners- These learners will be provided instruction as well as guiding questions to be sure they are
understanding the material. These students will be provided with help during the whole process of the lesson if
needed. Students will be provided extra instruction and the possibility of chunking assignment if needed or any
other accommodation listed. (504 or IEP)

8
Evaluation/Assessment:
Assessment will be the post-test of lesson 6.3. Questions 1-14.
Summative assessment will include the student’s ability to participate and comprehension throughout the
activities. Corrective and positive feedback will be provided to the students.

Wrap-Up (Lesson Closure) /Concluding Activity:

To conclude the lesson the teacher will ask the students “So, today we worked on using common factors and
division to write equivalent fractions into simplest form. Who can explain to us what simplest form is?” “What
also is another word for simplifying? What other strategy did we use today to help us find our factor that the
numerator and denominator had in common?” “Why is it important to simply our fractions?” The teacher will
also answer any questions students may still have concerning the lesson. If time remains the teacher will play
“Simplifying Fractions Soccer.” (http://www.math-play.com/simplifying-fractions-game/simplifying-fractions-
soccer-game_html5.html)

Reflection:
This lesson was taught between two days. One day was on a team meeting from the students being on inclement
weather. The next day was taught when the students were able to be in the classroom. When beginning the
lesson, the students were able to recall what simplifying meant, why we use this method in fractions, and were
able to describe a few of the steps when reducing. The students were not as focused throughout the lesson as the
previous day. Many of the students were complaining of being tired. To make the lesson more interactive, I
listed examples on the smartboard and students had to race to find the answer. When the students found the
answer, they had to stand up, this created a game and the students became more engaged. The students
understood further of the concept to simplify, divide, and identifying the greatest common factor of the
numerator and denominator. I spent more time today on the concepts. I felt more confident in the students
understanding of this lesson by the end.

9
 Guided Practice:
Attachments 1-2

10
Independent Practice (post-test):

11
 The lesson (6.4) will be the focus for 2/10/21 and 2/11/21

Name: Caitlin Gills Date: 2/10/21

Subject: Mathematics Topic: Common Denominators

Grade: 4th Length of Lesson: 1 hr. and 10 minutes

The Big Idea: How can you write a pair of fractions as fractions with a common denominator?
Domain: Number and Operations - Fractions

Cluster: Extend Understanding of Fraction Equivalence and Ordering

Standard: M.4.12

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.

Specific Objective: The student will demonstrate mastery of the lesson’s standard by being able
to write a pair of fractions as fractions with a common denominator with 80% accuracy as
measured by formative and summative assessment.

Introduction:
The teacher will begin the lesson by asking students, “What is a multiple of a number?” (possible answer: A
multiple of a number is the result of multiplying the number by a counting number). “What are the first 3
multiples of 7?” (7, 14, 21). The teacher will explain to the students that they will be using common multiples to
write a pair of fractions as fractions with a common denominator. The teacher will ask students “Where am I
looking in my fraction if I talk about the denominator?” (bottom number) “What do you think I mean when I
say common denominator?” The teacher will explain to the students that a common denominator is a common
multiple of the denominators of two or more fractions. The teacher will then show a video from the QR code on
the student’s word wall of “Common Denominators.”
(https://drive.google.com/file/d/1ZG_R8Xbf2ltDMdpWmfIVCiIXucJH5UlN/view)

Method(s):

12
During this lesson, many different learning methods will be utilized for students benefit. Discussion,
questioning (divergent, evaluative), whole group activity, hands-on learning, kinesthetic/visual learning
modalities, formative/summative assessment.

Materials/Equipment/Technology/Community Resources:
Materials will include smartboard, GoMath book, teacher’s manual, “Common Denominators” video
(https://drive.google.com/file/d/1ZG_R8Xbf2ltDMdpWmfIVCiIXucJH5UlN/view).

Direct Instruction/Warm-Up Activity/Presentation/Model Lesson/Make Connections:

The teacher will continue from the introduction by continuing the discussion of common denominators. The
teacher will place ½ and 1/3 on the smart board. The teacher will explain that we must find what our
denominators have in common by listing some multiples. The teacher will ask “Now what are my
denominators?” (2 and 3). The teacher will then draw a t-chart with 2 on one side and 3 on the other. The
students will watch as the teacher lists the multiples of each number. The teacher will be sure to talk out each
step as he/she completes it. The teacher will remind the students that a “multiple” is like skip counting. Once
the teacher has listed all multiples of both numbers, he/she will ask the students “What number do you see that
2 and 3 have in common?” (6). The teacher will then explain to the students that the fractions must change so
that they have this number as their new denominator. The teacher will begin setting up equivalent fractions with
the new denominator. (the teacher will be sure to ask questions to monitor students understanding and
attention). “What is an equivalent fraction?” The teacher will then write on
the board.
__ = __1__ and __1__ = _____
The teacher will explain to the students that the must find the numerator.
6 2 3 6
The teacher would ask the students “What would we multiply 2 by to get
6?” (3) The teacher will remind the students that whatever we do to the top
we must do to the bottom or vice versa. “If we multiply our denominator by 3, then that means what?” (multiply
the numerator by 3) therefore ½ becomes 3/6 and 1/3 becomes 2/6. The teacher will ask “What is the benefit of
finding common denominators?” (compare fractions easier – help to see which is less than or greater than) The
teacher will continue with a few more examples before moving onto students GoMath book.

Guided Practice:
The teacher will continue the lesson by having students turn to page 345 in their GoMath book. The teacher will
work through page 345 to 346 with the students. The teacher will work with the students to complete this page
and be sure to observe and use questioning. The teacher will then move onto independent practice.

Independent Practice:
For independent practice, students will be completing “Share and Show” in their GoMath book. This will be
page 347-348. The teacher will walk around the room to ensure students maintain focus and to answer any
questions students may have. If need be, the teacher will go over any question on the page that most of the
students have questions about. Page 347 will be student’s pre-test to see the level of understanding for the
teacher to adjust the next lesson #1-12. The teacher will go over answers for page 348.

Differentiation:

Tier 1 Learners: These learners will be provided with explicit instruction as well as guiding questions to make
sure they are understanding the material presented to them. These learners will work independent on their work
and will be provided extra resources if needed.

13
Tier 2 Learners: These students will be provided with instruction as well as guiding questions to be sure they
are understanding the material. These students will be provided extra help from the classroom teacher, and
additional instruction as the teacher walks around during independent practice. The teacher will use many
different modalities.

Tier 3 Learners- These learners will be provided instruction as well as guiding questions to be sure they are
understanding the material. These students will be provided with help during the whole process of the lesson if
needed. Students will be provided extra instruction and the possibility of chunking assignment if needed or any
other accommodation listed. (504 or IEP)

Evaluation/Assessment:
The assessment will be page 347 which will be graded based on the key. Questions 1-12. The teacher will go
over answers for page 342. Post-assessment will be completed on Day 2 of lesson 6.4.
Summative assessment will include the student’s ability to participate and comprehension throughout the
activities. Corrective and positive feedback will be provided to the students.

Wrap-Up (Lesson Closure) /Concluding Activity:

To conclude the lesson the teacher will ask students
• Where is the denominator in a fraction?
• Can you define or give an example of a multiple?
• What is a common denominator?
• Can you explain how to find a common denominator in your own words?
The teacher will have students show a thumbs up for “good,” thumbs to the middle for “okay,” and thumbs
down for “no.” This will see how students are feeling with the lesson of common denominators.

Reflection:
The students were able to identify the meaning of common denominator (practice vocabulary -math terms).
Students grasped the concept of listing multiples and finding the least common multiple (LCM). Students were
engaged and overall picked up on the concept quickly. I am very proud of them. Students only seemed to
struggle with writing out the equation correctly to solve for the missing numerator/denominator. Tomorrow I
will go over how to set up equation and allow students to practice independently.

14
Introduction:

Guided Practice:

15
Independent Practice (pre-test):

16
 The lesson (6.4) will be the focus for 2/10/21 and 2/11/21

Name: Caitlin Gills Date: 2/11/21

Subject: Mathematics Topic: Common Denominators

Grade: 4th Length of Lesson: 1 hr. and 10 minutes

The Big Idea: How can you write a pair of fractions as fractions with a common denominator?
Domain: Number and Operations - Fractions

Cluster: Extend Understanding of Fraction Equivalence and Ordering

Standard: M.4.12

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.

Specific Objective: The student will demonstrate mastery of the lesson’s standard by being able
to write a pair of fractions as fractions with a common denominator with 85% accuracy as
measured by formative and summative assessment.

Introduction:
To begin the lesson the teacher will re-cover from the previous lesson. The teacher will begin by saying
“Yesterday, we discussed how to use common multiple to find our common denominators of fractions. “Who
can tell the class what a multiple is and how finding a number common multiple helps us to find a common
denominator?” The teacher will also have students explain the vocabulary words used from yesterday of
“denominator, numerator, common denominator, etc.” Students will have an open discussion. The teacher will
be able to monitor student’s comprehension of words definitions. The teacher will reiterate to the students that a
common denominator is a common multiple of the denominators of two or more fractions.

17
Method(s):
During this lesson, many different learning methods will be utilized for students benefit. Discussion,
questioning (divergent, evaluative), whole group activity, hands-on learning, kinesthetic/visual learning
modalities, formative/summative assessment.

Materials/Equipment/Technology/Community Resources:
Materials will include smartboard, GoMath book, teacher’s manual, “Common Denominators” video
(https://drive.google.com/file/d/1ZG_R8Xbf2ltDMdpWmfIVCiIXucJH5UlN/view).

Direct Instruction/Warm-Up Activity/Presentation/Model Lesson/Make Connections:

The teacher will continue from the introduction by continuing the discussion of common denominators. The
teacher will then point to the math word wall for common denominators (see picture below). The poster card
with common denominators will have a QR code for the teacher to scan and pull up a video for students to view
(“Common Denominators” video
(https://drive.google.com/file/d/1ZG_R8Xbf2ltDMdpWmfIVCiIXucJH5UlN/view). This will also be placed on
schoology for students to scan with their own devices as reference when at home. The class will have an open
discussion and the teacher will model a few examples while selecting a few students to describe each step of
finding the common denominator.

Guided Practice:
The teacher will continue the lesson by having students turn to page 349 in their GoMath book. The teacher will
work through pages 349 to 350 with the students. The teacher will work with the students to complete this page
and be sure to observe and use questioning. The teacher will allow students to guide instruction to show
comprehension. The teacher will then move onto independent practice.

Independent Practice:
For independent practice, students will complete the post assessment. This will have students demonstrate the
skills they have learned the past two days of this lesson (6.3). The teacher will walk around the room to ensure
students maintain focus and to answer any questions students may have.

Differentiation:

Tier 1 Learners: These learners will be provided with explicit instruction as well as guiding questions to make
sure they are understanding the material presented to them. These learners will work independent on their work
and will be provided extra resources if needed.

Tier 2 Learners: These students will be provided with instruction as well as guiding questions to be sure they
are understanding the material. These students will be provided extra help from the classroom teacher, and
additional instruction as the teacher walks around during independent practice. The teacher will use many
different modalities.

Tier 3 Learners- These learners will be provided instruction as well as guiding questions to be sure they are
understanding the material. These students will be provided with help during the whole process of the lesson if
needed. Students will be provided extra instruction and the possibility of chunking assignment if needed or any
other accommodation listed. (504 or IEP)

18
Evaluation/Assessment:
Assessment will be the post-test of lesson 6.4. Questions 1-12
Summative assessment will include the student’s ability to participate and comprehension throughout the
activities. Corrective and positive feedback will be provided to the students.

Wrap-Up (Lesson Closure) /Concluding Activity:

To conclude the lesson the teacher will ask students
• Where is the denominator in a fraction?
• Can you define or give an example of a multiple?
• What is a common denominator?
• Can you explain how to find a common denominator in your own words?
• Why is finding the common denominator important? What can it help us do?

Reflection:

19
Guided Practice:

Independent Practice (post-assessment):

20
 The lesson (6.5) will be the focus for 2/12/21 and 2/15/21

Name: Caitlin Gills Date: 2/12/21

Subject: Mathematics Topic: Problem Solving

Grade: 4th Length of Lesson: 1 hr. and 10 minutes

The Big Idea: How can you use the strategy make a table to solve problems using equivalent fractions?
Domain: Number and Operations - Fractions

Cluster: Extend Understanding of Fraction Equivalence and Ordering

Standard: M.4.12

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.

Specific Objective: The student will demonstrate mastery of the lesson’s standard by being able
to use the strategy make a table to solve problems using equivalent fractions with 80% accuracy
as measured by formative and summative assessment.

Introduction:
The teacher will begin the lesson by asking students to provide an example of an equivalent fraction. (possible
answer: ½ = 2/4 = 3/6) The teacher will ask the students “How could you explain to one of your classmates why
3/9 and 1/3 are equivalent fractions? (possible answer: the numerator and denominator if 3/9 are 3 time the
numerator and denominator of 1/3). The teacher will explain to the students that they will be using the strategy
“make a table” to find equivalent fractions by drawing models or by organizing fraction information.

Method(s):
During this lesson, many different learning methods will be utilized for students benefit. Discussion,
questioning (divergent, evaluative), whole group activity, hands-on learning, kinesthetic/visual learning
modalities, formative/summative assessment.

Materials/Equipment/Technology/Community Resources:
Materials will include smartboard, math workbook, teacher manual.

21
Direct Instruction/Warm-Up Activity/Presentation/Model Lesson/Make Connections:
The teacher will continue from the introduction and ask the students questions. “What can you infer from “make
a table strategy?” The teacher will also ask the students “Do you all find it difficult to work through word
problems?” “What do you feel is most tricky for you?” The teacher will ask students “What is an equivalent
fraction from previous lessons?” This questioning will have students to think deeper when examining examples
during guided practice.

Guided Practice:
The teacher will continue the lesson by having students turn to page 351 in their GoMath workbook. The
teacher will work through pages 351-352. The teacher will guide students through the example problems while
using questioning to engage the students thinking. The teacher will work with the students to complete this page
and be sure to observe and use questioning. The teacher will allow students to guide instruction to show
comprehension. The teacher will then move onto independent practice. Students will also use a word chart dry
erase mat. This will have students fill in the blanks of “What do I know (key words)?” “What do I need to find
out?” “What operation do I use?” and “Show work here.” This will have students practice steps needed for
solving word problems and finding equivalent fractions. The teacher will walk through problems while using
this method.

Independent Practice:
For independent practice, students will be completing page 355. This will be considered students pre-test, to
allow the teacher to see what the students obtained from the lesson and what they need to know further. The
teacher will walk around the room to ensure students maintain focus and to answer any questions students may
have. If need be, the teacher will go over any question on the page that most of the students have questions
about. Page 355 will be student’s pre-test to see the level of understanding for the teacher to adjust the next
lesson. The teacher will walk around the room to ensure students maintain focus and to answer any questions
students may have.

Differentiation:

Tier 1 Learners: These learners will be provided with explicit instruction as well as guiding questions to make
sure they are understanding the material presented to them. These learners will work independent on their work
and will be provided extra resources if needed.

Tier 2 Learners: These students will be provided with instruction as well as guiding questions to be sure they
are understanding the material. These students will be provided extra help from the classroom teacher, and
additional instruction as the teacher walks around during independent practice. The teacher will use many
different modalities.

Tier 3 Learners- These learners will be provided instruction as well as guiding questions to be sure they are
understanding the material. These students will be provided with help during the whole process of the lesson if
needed. Students will be provided extra instruction and the possibility of chunking assignment if needed or any
other accommodation listed. (504 or IEP)

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Evaluation/Assessment:
Assessment will be the post-test of lesson 6.5 at the beginning of the next day. Questions 1-4.
Summative assessment will include the student’s ability to participate and comprehension throughout the
activities. Corrective and positive feedback will be provided to the students.

Wrap-Up (Lesson Closure) /Concluding Activity:

To conclude the lesson the teacher will ask students
• Why is it important to learn different strategies when working out word problems?
• What is a strategy we used today to solve our word problems?
• How does the make a table strategy help solve problems using equivalent fractions?
• What is an equivalent fraction?
• What is something new you learned today?
• What would you still like to learn?

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Guided Practice:

Independent Practice/ Pre and Post-test.

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