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# Component I: Classroom Teaching

Students will complete the following lesson plan template (A-2) for two lessons.
Demographic Information
Teacher Candidate: Sarah Yearsley Date: 11/7/13 (Day 5 of unit)
Content Area: Math

## Unit Title: Geometry

# of Students: 24

## Lesson Alignment to Unit

Respond to the following items:
a) Which specific unit objective(s) or target(s) are addressed by this lesson?
The student will be able to identify and name equal parts of circles and rectangles as halves, thirds, or
fourths.
I can describe and name equal parts of circles and rectangles as halves, thirds or fourths.
b) Connect the objectives to the state curricular documents, i.e., Program of Studies, Kentucky Core
Content, and/or Kentucky Core Academic Standards.
Common Core State Standard 2.G.3 Partition circles and rectangles into two, three, or four equal shares,
describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two
halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the
same shape.
c) Describe students prior knowledge or focus of the previous learning.
Prior to this lesson, the students learned how to partition a rectangle into rows and columns of same size
squares and count to find the total number of them. They also understand the meaning of the word equal
and have a general understanding of equal parts.
d) Explain how this lesson connects to the units summative assessment.
This lesson connects to the units summative assessment because the students will be required to
partition rectangles and circles into two, three, or four equal shares and describe them using the words
halves, third and fourths. They will also have to identify equal shares.
e) Explain the rationale for differentiating instruction to meet diverse needs.
It is necessary to differentiate instruction in order to meet the needs of all students. Instruction and
activities need to be in each students zone of proximal development to achieve optimal learning. Some
students will be ready for more challenging material, while others need support learning the basic concept
of the lesson. By differentiating instruction, all students needs will be met.
f)

Pre-Assessment: Describe why the analysis of pre-assessment data is used in developing lesson
objectives/learning targets.
It is important to analyze pre-assessment data when developing lesson objectives so that instruction is
meeting the needs of students. It is possible that the data would show that students are not ready for the
material and more review is needed before moving on. However, the data may also show that students
already have a firm grasp on the content and therefore more challenging activities should be used.

## g) Describe how you will activate prior knowledge.

I will activate prior knowledge by asking students what they can recall from the previous days lesson. I
will also ask them what it means to have equal parts, and strategies for dividing shapes into equal parts.
Instruction and Assessment Plan

Lesson Objectives/
Learning Targets

Lesson Assessment
In parentheses, indicate the Blooms Taxonomy level (knowledge,
comprehension, application, etc.) for each assessment item. Each learning
objective/target is measured by a formative assessment item.

Objective/target:
I can identify and name
equal parts of circles and
rectangles as halves,
thirds, or fourths.

## Formative Assessment Item:

Exit slip will require students to identify equal parts of circles and rectangles
and indicate whether they are partitioned into halves, third or fourths. The
students will also be asked to partition a rectangle into thirds to use as preassessment data for the following lesson.
Blooms taxonomy Understand and Remember
Formative Assessment Accommodations:
The assessment will be read to students who need help. Manipulatives may be
used to help students solve problems.

Procedures
List in chronological order the sequence of strategies and activities you will use to engage students and
accomplish your objectives. Within this sequence, describe how the differentiated strategies will meet
individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when,
and where of the instructional strategies and activities.) Add more rows as necessary.
Time Range
5 minutes

20 minutes

Description
Introduction: (Students on carpet)
Activate prior knowledge
Read and dissect I can statement
Introduce vocabulary halves, thirds, fourths by using a piece of paper to
represent a brownie. Ask students to think about how many pieces they would cut
the brownie into if they wanted to share with 1, 2, or 3 friends.
Ask students to think of other situations where they would want to divide
something equally.
Students will work in groups of 2-3
Divide circles and squares into halves, thirds, and fourths. Students will draw
pictures in their books showing halves, thirds, and fourths.
I will use questioning to meet the needs of diverse learners by asking students
how they know circles are divided into equal shares, and what other ways the
shapes can be partitioned in halves, thirds, and fourths. I will ask students who

20 minutes

5-10 minutes

are ready for a challenge if equal parts are always the same shape. I will also help
students who are having a difficult time partitioning shapes by having them place
equal shares on top of one another to illustrate that they are the same size.
Practice identifying and naming equal parts (Students at desk)
Students will do pages 534-536.
I will model the first few problems, and then we will do the first page as a whole
group. Students will then practice the rest on their own.
Summary and exit slip (Students at desk)
Review I can statement and ask students if we met the lessons goal.
Explain exit slip and have students complete.

Media/Technologies/Resources:
List all media, technology, and resources utilized in this lesson. Cite where appropriate.
Technology: Smartboard to display pages from students book to use during instruction.
Resources: Fraction sets of circles and squares that can be partitioned into halves, thirds and fourths. Go
Math Chapter 11, Lesson 7.
Go math! (Common core ed.). (2012). Orlando, Fla.: Houghton Mifflin Harcourt Publishers.