USF Elementary Education Lesson Plan Template (S 2014)

Grade Level:
Subject/Content:
Group Size: Whole
3rd
Mathematics
Class

Name: Alivia Colver

Date of Lesson: February 8th,
2016

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense
contradiction (i.e., I will see
her yesterday.)."
Note: Degree of mastery
does not need to be a
percentage.)
Evaluation Plan- How will
you know students have

MAFS.3.NF.1.1- Understand a fraction 1/b as the quantity formed by 1 part when a

whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed
by a parts of size 1/b.
MAFS.3.NF.1.3- Explain equivalence of fractions in special cases, and compare fractions
by reasoning about their size.
a. Understand two fractions as equivalent (equal) if they are the same size, or the
same point on a number line.
b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3).
Explain why the fractions are equivalent, e.g., by using a visual fraction model.
Given practice problems and problems from the 3 rd grade level Go Math! Textbook;
students will be able to accurately complete problems identifying fractions as part of a
whole; and be able to accurately create their own model of fractions as part of a whole

Formative: Following explicit teacher instruction; teacher will ask students their feeling on

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level:
Subject/Content:
Group Size: Whole
3rd
Mathematics
Class
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative
evidence will you collect,
either during this lesson
or in upcoming lessons?

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
address the following:
How will materials be
distributed?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will
be collected during each

Name: Alivia Colver

Date of Lesson: February 8th,
2016

how well they grasp the concepts at hand on a scale of 0-5 (0 being no understanding of
the concept, and 5 representing total mastery of the concept) by holding up fingers to
represent the scale.
Summative: Evidence will be collected through the students answers from the problems
provided in the text; as well as performance on upcoming quizzes

Time

10-15
mins
5 mins
15
mins

5 mins

Lesson Implementation
Who is
Each content area may require a different step-by-step format. Use
responsibl whichever plan is appropriate for the content taught in this lesson.
e (Teacher For example, in science, you would detail the 5 Es here
or
(Engage/Encountering the Idea; Exploring the Idea;
Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Teacher
Teacher will introduce the concept of fractions as part of a whole
unit and provide examples through tangible and written models;
providing examples from the text as well; asking students for help in
Students/
completing example problems
Teacher
Students will complete some practice problems on their own;
Students
teacher will review correct answers and then formatively assess
students understanding

Teacher

Students will then complete assigned problems from the 3 rd grade

Go Math! textbook; while one teacher circulates the room to assist
students and another pulls students who are struggling with this

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level:
Subject/Content:
Group Size: Whole
3rd
Mathematics
Class
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of coteaching are you using?
Meeting your students
needs as people and as
learners
Differentiationbased on
the needs of your
students how will you
take individual and group
learning differences into
account.
Relevant Psychological
Theories and research
taken in consideration
when planning this lesson

Name: Alivia Colver

Date of Lesson: February 8th,
2016

concept to work with them in a small group

If time allows, teacher will go over certain answers from the text and
review key points from this section

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Regardless of cultural background or preferences; students will be able to accurately
complete problems identifying fractions as part of a whole; and be able to accurately
create their own model of fractions as part of a whole
For students who are below level in mathematics; or who had trouble understanding the
concepts presented, the teacher will pull them as a small group to work with more closely
to help them more firmly grasp the concepts at hand.

When planning this lesson, the theory of Zone of Proximal Development as well as
scaffolding was implemented while keeping in mind the structure of I do- You do- We do
in scaffolding in this lesson; as well as understanding the students current level of
understanding; and each students level of potential when working with the class as a
whole and choosing a small group to work closely with.