USF Elementary Education Lesson Plan Template (rev.

Fall 23) Name: ___Bennitt

Barnes_________________________________

Grade Level Being Taught: 3rd Subject/Content: Math Group Size: Whole class/11 Students Date of Lesson: 3/5/24

Part 1: Lesson Content

Title of Lesson Partitioning fractions

Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners My students like visual examples so this lesson is heavily visual.

How does this lesson connect to/reflect the local community?

Understanding fractions is important for things in the world like measuring.

What Standards (national or MA.3.FR.1.1 - Represent and interpret unit fractions in the form 1/n as the quantity formed by one
state) relate to this lesson? part when a whole is partitioned into n equal parts.
(You should include ALL applicable
standards.)

Understanding the standards Trace the standard to the previous grade level. What have students already learned or been exposed to
over time related to this standard?

MA.2.FR.1.1 - Partition circles and rectangles into two, three or four equal-sized parts. Name the parts
using appropriate language, and describe the whole as two halves, three thirds or four fourths.

Trace the standard to the next grade level. What will students learn next related to this standard?

MA.4.FR.1.1 - Model and express a fraction, including mixed numbers and fractions greater than one,
with the denominator 10 as an equivalent fraction with the denominator 100.

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USF Elementary Education Lesson Plan Template (rev. Fall 23)
Barnes_________________________________
Grade Level Being Taught: 3rd Subject/Content: Math Group Size: Whole class/11 Students
What misconceptions might stu-
dents have about this content?
Objectives- What students will
know or be able to do after the in-
struction – the learning outcomes
Content (WHAT students are learn-
ing- look to the standard)
Action (HOW students will show it-
there might be clues in the stan-
dard)
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking
Name: ___Bennitt
Date of Lesson: 3/5/24
Some students will lose sight of the size of the whole and/or size of the pieces.
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between potential
and kinetic energy (content- what).
--Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
reasonable (measure- how well) prediction (also part of the action) for how the main character will re-
spond to a challenge in the second half (content- what).
-------------------------------------------------------------------------------------------------------------------------------------
Students will be able to accurately partition fractions into equal parts and represent them as 1/n.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? ________________DOK 1 and 2______________________
Which level(s) of thinking is/are called for in your objective? _________DOK 1 and
2_________________________________
Why did you choose this level(s) of thinking? I chose these levels because students will need to recall
what they’ve already learned from the previous unit to guide them through partitioning fractions.
2
USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ___Bennitt
Barnes_________________________________

Grade Level Being Taught: 3rd Subject/Content: Math Group Size: Whole class/11 Students Date of Lesson: 3/5/24
Assessment Plan- How will you Describe your assessment plan: Students are going to partition fractions using manipulatives. After
know students have mastered using manipulatives, they will complete independent practice problems.
your objectives?

Is your assessment formative or summative? Why did you make that assessment decision?
This assessment is formative because students are beginning to learn this skill and I want to
moniter their progress.

How does it align with your objective?

This assessment aligns with my objective because students will be using their manipulatives to
represent fractions as 1/n.
Assessment Scoring/Rubric Students will get credit for completing both activities, but I intend on going over answers and marking
What are the criteria for how you ones that are correct and incorrect.
will assess student learning/student
work? If you’re using a rubric, in-
clude your rubric here.

Part 2: Lesson Implementation

Management & Environment I will be standing at the front of the room for most of this lesson. During the lesson, I expect my class
(integrated throughout your step- to listen and focus their attention on me. To maintain their focus, I’ll say, “Make sure you’re tracking
by-step plan): while I teach.” “Tracking” is their keyword which tells them to focus. As I work with my manipulative
● How will you arrange your- under the elmo, I expect my students to work with their manipulatives at their desks. If they decide to
self and the students (loca- work with a partner then I expect them to listen when their partner speaks and be respectful of materi-
tion in the classroom, seat- als.
ing)?
● What processes & proce-
dures will you use? How and
when will you communicate
those to students?
● What expectations will you
have for the students? How
and when will you commu-
nicate those to students?

3
USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ___Bennitt
Barnes_________________________________

Grade Level Being Taught: 3rd Subject/Content: Math Group Size: Whole class/11 Students Date of Lesson: 3/5/24
● What strategies will you use
if students do not meet your
expectations? Are there spe-
cific students who require a
more extensive management
plan? What will that consist
of?
● What will students do if they
complete the task quickly?
Materials Pencil
(What materials will you use? Why Paper
did you choose these materials? In- Math workbook
clude any resources you used. This Fraction manipulatives
can also include people!)

4
USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ___Bennitt
Barnes_________________________________

Grade Level Being Taught: 3rd Subject/Content: Math Group Size: Whole class/11 Students Date of Lesson: 3/5/24
Differentiating Instruction What is informing your need to differentiate (mark those that apply & explain):

Readiness Interest Learner Profile

How will you differentiate instruction in this lesson? (mark those that apply):

Process Product Content

Describe what/how you will differentiate:

I’m going to differentiate my instruction by modeling with a manipulative while my students use manipu-
latives

Which specific students will benefit, and why?

My students who lose sight of the sizes of wholes and pieces will benefit from having physical manipula-
tives.

Accommodations (If needed)
(What students need specific ac-
commodation? List individual stu-
dents (initials), and then explain the
accommodation(s) you will imple-
ment for these unique learners.)
What accommodations will you make for students who are English Language Learners, using the
WIDA levels? (Refer to your ESOL Strategies checklist and list specific strategies) Entering, Emerg-
ing, Developing, Expanding, Bridging
● Entering/Emerging:
● Developing/Expanding:
● Bridging:

Students will be able to work with partners when they use their manipulatives.

What accommodations will you make for students who have an IEP or 504 plan?

What accommodations will you make for students identified as gifted and have an EP (education
plan)? For enrichment, students may attempt the assessment practice question.

5
USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ___Bennitt
Barnes_________________________________

Grade Level Being Taught: 3rd Subject/Content: Math Group Size: Whole class/11 Students Date of Lesson: 3/5/24
References (Planning of instruc-
tion should be guided by research-
informed approaches. Acknowl-
edge references used to in-
spire lesson ideas.)

6
USF Elementary Education Lesson Plan Template (rev. Fall 23)
Barnes_________________________________
Grade Level Being Taught: 3rd Subject/Content: Math Group Size: Whole class/11 Students
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to ad-
dress the following:
◻ What Higher Order Thinking
(H.O.T.) questions will you ask?
◻ How will materials be distrib-
uted?
◻ Who will work together in
groups and how will you deter-
mine the grouping?
◻ How will students transition be-
tween activities?
◻ What will you as the teacher do?
◻ What will you as the teacher
say?
◻ What will the students do?
◻ What student data will be col-
lected during each phase?
◻ What are other adults in the
room doing? How are they sup-
porting students’ learning?
Name: ___Bennitt
Date of Lesson: 3/5/24
1. What is the content area for this lesson? _____Math_________________________________
2. What is the expected lesson structure for a lesson taught within this content area? In other words,
what lesson structure is appropriate for teaching within this content area? (5Es; guided/gradual
release/etc.) ______Gradual Release_________________________
3. Step-by-step plan:
Time: Action Steps:
1. I’ll start by introducing the solve and share question
a. “A group of friends wanted to select a mascot. They made a circle graph of the mascots
they chose. What fraction of the friends chose each mascot?”
b. Before they get started I’ll say, “Go ahead and find the fractions of the numbers of votes for
the mascots. I’m going to give you 5 minutes, and once the timer is done I want to hear
your answers.”
2. While students are working, I’ll walk around to observe their work and help where it's needed.
a. If students are having trouble finding the denominator, I’ll ask them, “How many friends
voted total?”
b. I may also ask, “What does the numerator and denominator represent for each mascot?”
3. After the timer ends, I’ll call on students to share their fractions.
a. “If I want to make fractions with this table, what should I do first? Find the denominator.
How can I find my denominator?”
4. Once they’ve given me the answers, I’ll begin creating my circle graph using manipulatives as they
observe.
a. “Now I can make my circle graph. What’s my denominator again? So that means I’m going
to partition my circle into how many pieces?
b. I’ll cover my circle with 8ths pieces and ask, how many votes were there for alligators?
c. I’ll use a half sized piece to cover the four eighths pieces that represent alligator votes. “Af-
ter, I cover these four pieces I’m going to label this section ‘alligators.’” I’ll continue this
process until all the votes have been graphed and labeled.
5. Next, I will ask my students to complete the guided practice questions using circle graph manipu-
latives just as I did during solve and share.
a. “What do I need to do first for number 1? Once I partition it into sixths, whats next? Is ½
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ___Bennitt
Barnes_________________________________

Grade Level Being Taught: 3rd Subject/Content: Math Group Size: Whole class/11 Students Date of Lesson: 3/5/24
equal to 3/6?”
b. “What's my first step for number 2? Do you see how the blue and green covers half of the
circle graph?”
6. Next, I’ll ask the class to do the independent practice, #3-6, and problem solving #7 and 8. They
may use manipulatives to find the answer but they should no longer be working in partners.
7. Once they finish the questions, I will check them at their desk.
8. Students who finish early will attempt the assessment question, and bring to me if they finish.
9. Once they’ve finished everything, they may work on reaching their Lexia minutes.