ED 345 Calvin University Teacher Intern Lesson Plan Template

Teacher Intern: Abby Hendriksma Date: 3-23-21

Grade Level:4th Subject/ Topic: Multiplyling fractions by mixed numbers
Approx. time spent planning this lesson: 1 hour *The template will expand as text is
added.*
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: Understand multiples of fractions, multiply fractions by whole numbers, multiplying
mixed numbers by fractions.
Brief Context: Students will continue their study of multiplying fractions by whole numbers. They will take their skills
one step further and learn how to multiply fractions by mixed numbers.
Prerequisite Knowledge/Skills: Students need to know how to find multiples of a fraction, students need to know how to
multiply a fraction by a whole number.
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. Identify the multiples of a fraction. 1. My favorite no activity – students will solve a
2. Multiply mixed numbers by fractions. problem on an index card and give it to me before
3. Solve story problems involving mixed numbers starting for the day. I will choose the wrong
and fractions. answer and we will discuss it.
2. Complete page 239 with a partner. They will
show it teacher when they are done.
3. Complete the practice problems with teacher and
complete page 238 with a partner.
Standards Addressed in Lesson: (Include full standard.)
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 denominators 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
Everyday Math Student Diary
Google Slides
Computer for Blooket
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.
- My students will be working with teacher, with a partner, and by themselves.
- I have created both computer tasks and pencil and paper tasks so my students will have experience working with
both.
- Students will think pair share before discussion as a whole group to allow them to process their thoughts.

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 partner for some time during this lesson. This allows them to build student-student
relationships.
- I will walk around and monitor students working to ensure they are working together.
 - I will be open and available to my students to ask questions. I will guide and support my students in engaging in
the productive struggle.

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. They will need student diaries and a
pencil.
- Students will have clear expectations stated before each activity. They will be discussed and posted on the board.
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.
- Superheroes 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)
- Students will be working toward the weekly end goal in the game of “beat the teacher”.
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
1. Start with a math message on the board. Students will complete this task on an index card and then you will
discuss an answer that wasn’t correct. Have an extra incorrect problem on hand in case they all get it right.
2. Discussion questions:
a. Que hizo bien ese persona?
b. Como puede ayudar ese persona hacer mejor?
Development: [It may help to number your steps with corresponding times.]
1. Show the video about how to multiply mixed numbers by fractions.
2. Discuss the strategies. Then allow students to practice converting mixed numbers to fractions with the problems
on the slides.
3. Have each student turn and explain how to do it to their partner. Then discuss as a class the steps.
4. As a class discuss the story problem on the slides. Have students guide you in solving the problem.
5. In their math partners, students will complete pages 238 and 239 of their student diaries. After they complete the
pages, they will show it to you. Each student will explain how to solve one problem to you.
6. Students who finish early can do Blooket for extra practice.
Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
1. End by asking students to gauge their understanding of the context.
a. 1- No entiendo, tengo muchas preguntas.
b. 2- Mas o menos, pero quiero practicar mas.
c. 3- entiendo un poco pero necesito practicar mas.
d. 4- Bien, pero quiero practicar mas.
e. 5- Entiendo bien! Puedo ensenar a otra persona.
2. Review the Homelinks assingment for tonight. Allow students to look at it and ask any questions that
they have.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your efforts as a professional.
- Professional dress
- Calm and collected manner while in the classroom
- Using learned pedagogy
REFLECTION AFTER TEACHING THE LESSON: