STEM 433/533 Lesson Planning Template

(Complete answers in Purple font)

Name: Chloe Rouze Grade: 3rd Topic: Fractions

Brief Lesson Description: In this lesson students will begin learning how to solve problems with fractions using addition and subtraction.
This lesson will take approximately two 45 minute sessions to complete.
Specific Learning Outcomes: Students will be able to add and subtract fractions with like denominators.

How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
This lesson strives to have opportunities for students to explore fractions in a variety of ways. In hopes that one way will help students
successfully understand how fractions are added and subtracted from each other.

Narrative / Background Information

Prior Student Knowledge: Students may know that fractions are pieces that when put together will make a whole. Students may also know
that there are foods like pizza that when cut into slices are fractions of the pizza.

Math VA SOL: Visual Arts VA SOL: NCTM Standard:

3.5 The student will solve practical problems 3.1The student will apply creative
that involve addition and subtraction with thinking to artmaking. use visual models,
proper fractions having like denominators of a) Use imaginative and benchmarks, and equivalent
12 or less. expressive strategies to forms to add and subtract
create works of art.
commonly used fractions
b) Create work in
collaboration with others and decimals;

Specific Problem-Solving Strategy being used:

Students will be using visuals and hands-on manipulatives in order to solve a variety of addition and subtraction problems involving
fractions with like denominators.

Possible Preconceptions/Misconceptions:
 Students add the numerators together and then add the denominations together.
 Students add or subtract the numerators and denominators.
 Students use whole number thinking when looking at a set.
 Students struggle to form mixed numbers.
Link to the JIT:
https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standards-instruction/mathematics/
instructional-resources/just-in-time-mathematics-quick-checks#Grade%203
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)
The teacher will have images of different foods commonly bought in slices like pizzas and pies. As well as foods we typically
split to share with others like cookies.
These images will be laid out for students to see and discuss with other students as to what they see in front of them.
The teacher will lead students through a discussion about fractions to determine what students know about fractions.
The teacher will ask the students where they have seen fractions before?
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:
For this section students will need playdough and plastic knifes.
The teacher will walk students through the different ways to divide a shape to create fractions.
Then students will begin working with a partner to create different shapes with fractions. While filling out a worksheet to track what shapes
and fractions they create. Students will also brainstorm how they think they will add and subtract pieces of fractions.
Link to worksheet: https://www.canva.com/design/DAGBIgfst7s/XcxuRP9y0almMELzVczOGA/edit?
utm_content=DAGBIgfst7s&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
EXPLAIN: Concepts Explained and Vocabulary Defined:
The teacher will walk students through how to add and subtract fractions. Explaining that only the numerators are added or subtracted, and
that the denominator will stay the same. Students will then work to complete a few worksheets while the teacher pulls groups and
individuals to check for understanding.
Vocabulary:
Proper/improper fraction
Numerator & Denominator
Mixed Number
ELABORATE: Applications and Extensions:
Once students complete to worksheet in the explain section they will be given a worksheet that allows them to create their own
fractions and problems that they create and solve themselves.
https://www.canva.com/design/DAGBIrw4k2A/02xtsbG8srnqp64GLwQscQ/edit?
utm_content=DAGBIrw4k2A&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
Once students complete the on your own activity they will complete this blooket as an exit ticket.
https://dashboard.blooket.com/set/65c15a0cad4281b506751260
EVALUATE:

Formative Monitoring (Questioning / Discussion): The discussions that take place during the engage and explore phase will serve as the
formative. The teacher should be able to gauge what students know about fractions from each of these discussions.

Summative Assessment (Quiz / Project / Report) (Include a rubric):

The blooket students will complete will serve as the summative. Since it will show the teacher whether or not students have been able to
solve problems involving fractions.
Plan for differentiation: (Be sure to specifically address the following learners)
 Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders) These students will be given more time on
assignment as well as offered a quiet place to complete each activity.
 ELL These students will receive information in both English and their native language.
 Gifted learners These students will be given a choice board with activities they can do once they complete all the other activities.
Continued Plan for Differentiation: What specific activities will you have in place for each Tier of learning and why you chose them:
Tier 1 Tier 2 Tier 3
 Students will create fractions with
playdough and fill out worksheet while
talking through what fractions are.
With these students the teacher will work
through problems using an online fraction
website to model adding pieces or taking
piece of fractions away.
https://toytheater.com/fraction-circles/
Student will work with fraction circles
alongside the teacher to complete the
work sheet along with additional problems
to check for understanding.

Elaborate Further / Reflect: Enrichment:

 How will you evaluate your practice? I will review the formative and summative to see how well my lesson worked.
 Where might/did learners struggle in the lesson? I feel like students may struggle working through the worksheet.
 How can the lesson be strengthened for improved student learning? Provide more instruction on how to solve the problems.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced? I feel like this lesson did reflect
culturally sustaining pedagogies.