LESSON PLAN TEMPLATE

TEACHER Miss Abigail Sullivan

Subject/Class/Cours Math Workshop
e
Topic Fractions
Grade Level 4 Duration 60 minutes
Date November 17th 2021 Period 8:30AM-9:30AM

Objectives/Outcomes (Indicate GCO and SCO) (Indicate SCO in student friendly

language)
GCO Number (N): Develop number sense

SCO: N8: Demonstrate an understanding of fractions less than or equal to one by using
concrete and pictorial representations to:
• name and record fractions for the parts of a whole or a set
• compare and order fractions
• model and explain that for different wholes, two identical fractions may not represent the
same quantity
• provide examples of where fractions are used.
[C, CN, PS, R, V]

SFL: I can identify and explain what fractions are (parts of a whole), using pictures to assist in
my explanation.

Introduction (10-15 minutes)

*Have math workshop PowerPoint open and ready to go on the Smartboard*
*Have all materials ready and placed at the designated stations*
*Greet students at the door as they enter the room from recess*

Attention getter: “okay grade 4!” Use throughout the lesson when needed. Students respond by
giving their full attention to the teacher. Do not proceed until all students are listening.

Warm up:
Think- Pair- Share: Daily Word Problem on SuperTeacher. Show the word problem on the
Smartboard, give all students a whiteboard and a dry erase marker. Get students to think of the
problem and write down how they would answer the problem on their own. After enough time,
pair the students up using the popsicle sticks. When students are paired up, tell them to discuss
how they solved the problem. Encourage good discussion. When students have discussed their
answers, ask groups to share what they got and how they solved. When asking, ask a student
what their partner said. This will emphasize listening skills. If time allows, ask all groups to
share.
Once warm up is complete go over expectations/review the math workshop rules. They are
placed on the wall by the mat. Use popsicle sticks for random selection. Remind students of
voice levels at the different stations and the ‘ask three before me’ rule. Go over each of the
activities at the different stations.

*All the groups are placed on the back wall for reference*
Then tell students (group by group) to go to their station. EX: group 1 please quietly go get
your headphones and sit at a chair with an iPad. Now, group 2 quietly get a pencil and go to ‘at
your seat’.

*Please note that group 3 was last at teacher time*

Assessment
Formative: continuous C4U will be done throughout the lesson, asking several questions as
well as observing the students. The teacher will be keeping track of the students’ progress via
a clipboard with a class list attached. If the teacher feels the student has a good understanding
of the concept, they will receive a checkmark. If they believe they haven’t quite comprehended
it yet, they will place a squiggly line by the student’s name.

Summative: a show what you know about fractions will be administered in two weeks. This
will be assessed to determine if the students grasped the concepts.

Develop the Instruction (40 minutes)

Once all students are at their groups, the teacher will start the timer on the math workshop
PowerPoint. Each rotation is for 15 minutes, when the timer goes off the students have 2
minutes to clean up their belongings and move to the next station which would be shown on
the smartboard for students to visualize. The rotating of stations continues until time allows.

Stations:
All activities will be explained beforehand to the students, they are all described on the sheets*

At your seat: students group together at the back of the room. They are working on
worksheets/ booklets that are in their group folder. If time permits, students can work on the
additional worksheets that are placed in the extra work bin.

Technology: students will sit at the tables located near the windows. They will all have their
own iPad and headphones and will work quietly and independently on BoomCards. Their
login information will be located at the table.

Hands on: students gather on the mat. They are to be playing Blokus or Battleship. Students
know how to play these games.

Teacher time: students sit at the tables near the teacher’s desk. The teacher conducts a mini
lesson about fractions.
This is an introduction lesson to fractions** Since it is an introduction to fractions, the
lesson will be the same for all groups. However, keep in mind that the lesson may need to
be paced differently for the different groups.

Mini discussion: start the lesson by simply asking students what they know about fractions.
They can either write it down/show it on their whiteboards or say it out loud. Encourage all
students to contribute something.

Then once a mini discussion is held, move on to introducing what fractions are. Write a
fraction down on the board and explain that a numerator is the top number, and the
denomination is the bottom number. Explain that fractions are parts of a whole. Model what
that looks like. Relate it to a spelling test or a pizza. Explain that fractions must have equal
parts. Ask the students what equal parts are. Get them to model it. Give examples and get them
to identify if the shape has equal parts or not (what does equal parts look like?). Ask the
students how they would read a fraction. Explain to them how to read them properly… “fifths,
fourths,” etc. Give ample examples of fractions and get them to either write the fraction or
draw a picture that represents the fraction (do the opposite on your board and ask them for the
other). Say the fraction out loud and get them to do both.

*If time permits, give students the fraction worksheet, Identifying Parts of a Whole.

Closure (5 minutes)
At the end of the designated time students will be directed to clean up and put away all their
materials. Once everything is away, they should be sitting in their seat quietly and waiting for
further instruction for the next class.

Materials, Technologies, Safety or Special Considerations

Materials & Technologies:
Computer
PowerPoint- Math workshop
Daily word problem- SuperTeacher
Whiteboards
Dry erase markers
iPads
BoomCards login information
Headphones
Pencils
Blokus
Battleships
Worksheets in their folders
Identifying Parts of a Whole Worksheet
Safety:
Ensure all students are always staying on task and at their designated station.
Special Considerations:
Students are grouped together based on their math ability and understanding. All groups and
all students are at different levels and have different abilities. Patience and differentiation are a
must.

Reflection
1. Were the instructional outcomes met? How do I know students learned what was intended?
2. Were the students productively engaged? How do I know?
3. Would I need to alter my instructional plan as I taught the lesson? Why?
4. Have I addressed each aspect as noted in the lesson plan format?
5. What additional assistance, support, and/or resources would have further enhanced this
lesson?
6. If I had the opportunity to teach the lesson again to the same group of students, would I do
anything differently? What? Why?