WVSU LESSON PLAN FORMAT (Updated 1/13)

Teacher Candidate: Rachael Sherman-White

Date: March 25, 2016
School: Anne Bailey Elementary
Grade/Subject: 4th Grade/ Mathematics-Fractions
Unit Topic: Understanding fractions as a part of a whole.
Lesson Topic: Computing equivalent fractions
Lesson 1 Lesson 2 Lesson 3 Lesson 4
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
1. Students will explain why a fraction is equivalent orally.
2. Students will demonstrate an equivalent fraction to a given prompt in written
form.
WV CSOS: M.4.NF.1: Explain why fraction a/b is equivalent to a fraction.
NATIONAL STANDARDS: Explain why a fraction a/b is equivalent to a fraction
(n a)/(n b) by using visual fraction models, with attention to how the
number a size of the parts differ even though the two
fractions themselves are
the same size.
Use this principle to recognize and generate equivalent
fractions.
MANAGEMENT FRAMEWORK
Overall Time: 50 Minute lesson
Time Frame: 10 Minutes Teaching
15 minutes shoulder buddy worksheets
5 minutes answering questions
5 minutes checking answers
15 minutes creating fractions art
STRATEGIES
Teacher/student led discussions, teacher modeling, group practice, kinesthetic
learning through art
DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
Instruction will be visual, auditory, and kinesthetic
PROCEDURES: Introduction/ Lesson Set
Diagnostic assessment in the form of check list, ask: What are fractions? How do
they compare?
PROCEDURES: Body & Transitions

Play fractions video

Explain how fractions are parts of a whole
Explain how fractions have equivalent forms such as =2/4
Go over examples of equivalent fractions
Hand out worksheet for students to work on in pairs
Circulate in the room and inspect student work
Collect worksheets

PROCEDURES: Closure: Answer students questions. Go over the worksheet and

provide answers. Summarize.
ASSESSMENT: Diagnostic What do you think of when I say fractions? Can you
give me an example of a fraction? What does a fraction represent? How do we
know a fraction is equivalent?
ASSESSMENT: Formative: Build on the results from diagnostic assessment. Teach
and bridge gaps in understanding about what makes an equivalent fraction. Assign
shoulder buddy work and circulate in the room to check student knowledge.
ASSESSMENT: Summative: Students will complete an equivalent fractions quiz.
Students will create fractions art to demonstrate how parts make up a whole.
MATERIALS: worksheets, card stock, circle stencils, markers, pencils, crayons,
construction paper: (yellow, green orange, purple, pink), googly eyes, glue, straight
edge.
EXTENDED ACTIVITIES
If Student Finishes Early: Student may create an additional fractions art picture.
If Lesson Finishes Early: Work on word problems with fractions
If Technology Fails: Teach the lesson using the dry erase board.
POST-TEACHING
Reflections
Data Based Decision Making