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Professor Michaels
LS 4000
29 October 2016
Liberal Studies Teacher Preparation: LS 4000
Mathematics Lesson Plan

This lesson is meant to go for two days, depending on how much we can cover as a class on
the first day.

## CCSS.MATH.CONTENT.3.NF.A.3.A- Understand two fractions as equivalent (equal)

fractions if they are the same size, or the same point on a number line.

## CCSS.MATH.CONTENT.3.NF.A.3.B- Recognize and generate simple equivalent fractions,

e.g., = 2/4, 4/6 = 2/3). Explain why the fraction are equivalent, e.g., by using a visual

fraction model.

## 4. Model with mathematics

6. Attend to precision

## The learners will evaluate and compare equivalent fractions.

The learners will use a visual representation to demonstrate the tangible meaning of

fractions.

## III. Student Learning Outcomes

1. Students will be able to reevaluate the fractions of their pizza toppings by trading pieces

## of pizza to each other.

2. Students will be able to write fractions using visual representations.
3. Students will be able to understand equivalent factors.

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IV. Assessment

1. TTW observe the students while they trade pizza slices and then record the new fraction

## each time they trade with another student.

2. TTW collect a fraction worksheet to see if students are able to determine fractions based

## on visual representation of shaded circles.

3. TLW write equivalent fractions on the fraction worksheet. TTW be collecting that to see

## how well they understand that fractions can be equivalent.

a. TTW observe the way students simplify their fractions in front of the class.
b. TTW observe the way the rest of the students agree or disagree with the student

## Worksheet of a circle divided into 8 pieces

Fraction worksheet

## Blank white sheet of paper

Scissors

Pencil

Markers or crayons

VI. Implementation
1. Introduction to Lesson (Hook) (During each of the pizza stories, I will be drawing it
out on the smartboard as a visual representation for students who are also visual learners.)

When students walk into the classroom, there will be a picture of a pizza on the smartboard.

## Today we are going to learn about fractions using pizza!

2. Sequence of Activities

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## 1. TT and TL will start lesson on the rug.

2. TTW share the story of her pizza problem the night before. I had pizza last night

## husband wanted pepperoni and I wanted veggie, so we thought we would do

pepperoni and veggie to equal a whole pizza 2/2, but then my daughter wanted

cheese so we were going to do 1/2 pepperoni, 1/4 cheese, and veggie to equal a

whole pizza 2/2. THEN my son wanted olive and mushroom so we had to figure

## out how to please everyone! We ended up ordering pepperoni, cheese,

veggie, and olive and mushroom to equal a whole pizza 4/4! Has that ever

## happened to any of your families?! Waits for nods of agreement. (Think-pair-

share) Can you share to your partner what your favorite pizza topping is? Wait

one minute. Tim, can you tell me what your favorite topping is? How about you

Sarah? Yum, those both sound so good! How would we mix those two toppings to

make a whole pizza? Waits for response. In todays lesson, you are each going to

make a pizza and you will be able to pick up to 4 toppings on your pizza. Your

pizza will be cut into 8 slices, so you can divide those 4 toppings in any way you

want, but you will have to use fractions to show me which parts of your pizza has

the different toppings. For example, I want cheese, sausage, veggie, and bacon. I

## want or 2/8 of my pizza to be cheese, 2/8 to be sausage, 2/8 to be veggie and

2/8 to be bacon. Remember in yesterdays lesson when we learned that 2/8 means

the same thing as and 4/8 means the same as ? (All explained on the

smartboard). We went over that yesterday so that you can go through todays

lesson and really understand what we learned yesterday. We figured out that many

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## fractions can be simplified simplified means to make something easier to

understand.
3. Today we will be practicing how to see if we can come up with a fraction based

on a picture, or pizza in this case. After you finish coloring your own pizza, you

will cut the pizza and write your name on each slice. You will then trade pieces of

pizza with your group members! You can trade 2 pieces of cheese for 1 piece of

piece of pepperoni, or 1 piece of pizza for 1 piece of pizza. Every time you trade

with someone, you will have to record your new pizza topping fractions on a

piece of white paper. Charlie can you come up here so we can show the rest of the

class how we trade pizza? Ok I am staring off with my cheese, veggie, bacon, and

sausage pizza. Charlie, what is your pizza going to be? My pizza is just going to

be cheese because I am vegetarian. Wow great! Okay so can I trade you one

piece of veggie pizza for one piece of cheese? Sure! Ok now I have 3/8 cheese,

veggie, 2/8 sausage, and 2/8 bacon. Charlie what do you have now? Well I have

7/8 cheese and 1/8 veggie (On smartboard)! Thank you for demonstrating Charlie!

Does everyone understand what we are going to do? You will be trading three

times, with the people in your table groups. After you finish trading and

recording, you will get a fraction worksheet to see how well you know your pizza

fractions. In the worksheet, you may write the fractions in two different ways.

Like we discussed earlier, 2/4 can also equal . 6/8 can equal . Okay team

member number come get 4 pizza sheets for your group and we will begin.

Before you leave, Joann can you tell the class what we are going to do in todays

lesson? Waits for Joann to finish. Now Joann can you call on a classmate to

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repeat what you just said? Calls on student. Student repeats what Joann said.

## Thank you Mila! Now, friends, you may begin!

START OF LESSON
4. Team member will grab worksheets for the students while the rest of the

## students go back to their seats.

5. TTW pass out white paper to record pizza fractions.
6. TLW think of toppings for their pizza.
7. TLW color their pizzas.
8. TLW cut their pizza pieces.
9. TLW write their names on the back of the pieces of pizza.
10. TTW go around and make sure students are understanding what they are doing.
11. TLW record the fractions of their pizza toppings.
12. TLW trade pizza with one person in their group.
13. TLW record the new fraction of their pizza toppings after trading with a friend.
14. TTW go around to make sure questions are being answered and students are being

challenged.
15. TLW repeat steps 25 and 26 twice until they have traded a total of 3 times.
16. TLW record the end data of their pizza.
17. TTW ask a few of the students what their concluding pizza topping fractions

were.
18. TTW ask those students to go to the front of the class to show the class their

finished pizza.
19. TTW ask the student standing in front of the class if there are any other ways to

## write an equivalent or simplified fraction based off their pizza.

20. TLW try their best to simplify or make equivalent fractions. (For example, 2/8 of

## my pizza is cheese but that can be simplified to equal 1//4).

21. The rest of the students will respectfully agree or disagree using their I agree

## with ___ because or I disagree with ____ because cards.

22. TLW have to justify why they agree or disagree.
23. If TL disagree, they will have to explain when the answer would be possible.
24. As a class we will simplify the students pizza.
25. TTW answer any questions that TL have.
26. TLW then get up to get the second worksheet to further their understanding in

fractions.

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27. TLW complete the worksheet and if their group members finish, they can

collaborate to see what fractions they got. (There are multiple ways to read the

shaded circles of the worksheet. One student may get while the other gets 4/8).

3. Closure

At the end of the lesson, the teacher will have a discussion with the class as a whole. The

teacher will begin the lesson by asking the students how they can simplify fractions. What

strategies will they use next time they are asked to simplify a fraction. Then the class can go on

to talk about WHY fractions are so relevant to the world around students. Explain how we used

pizza to determine fractions, but there are many other uses of fractions. Ask students how else

they could use fractions outside of the classroom. Once they have answered, the teacher can talk

about how fractions can be helpful when baking a cake with your guardians during the holiday or

if you want to be a scientist one day! (Connect fractions to daily life and make it important to

students.)

21st Century Skills: Provide opportunities for students to develop most of the 21st Century
Skills: creativity, collaboration, communication, critical thinking & IMTS

I will use the smart board in the introduction to introduce fractions and do draw

out the pizza story that I give to the students. I will also draw out their pizza stories. I will leave

them on the board for students to use as a reference. Students will also be creative when deciding

what toppings of the pizza. They will also be creative and thinking critically when deciding how

much of their pizza will be used for each topping. The students will be communicating when

trading fractions of pizza with each other. The students will be thinking critically when having to

stand in front of the class to simplify or make equivalent fractions based on their pizza. The rest

of the students will have to communicate with the student in front of the class by agreeing or

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disagreeing with his or her answer. The students agreeing or disagreeing will have to explain

why they agree or disagree. If they disagree, they have to explain when the answer would be

possible. Students will also be collaborating and sharing their fractions during the worksheet

## VII. Grouping Strategies

Describe your use of the following grouping strategies that engage & support students in
achieving the SLOs:

As a whole class we will go over fractions during the introduction after our think-pair-share.

As class we will make a few different pizza orders to figure out how many different ways we

can divide a pizza for different toppings. Then the students will get into their table groups and

work individually to figure out what toppings they want on their pizza and they will record the

different fractions of toppings to equal one whole pizza. The students will then work with small

groups to trade pieces of pizza and every time they trade pieces of pizza, they will record what

their new fraction of pizza is. Then we will get back into a whole class group to discuss the

students equivalent fractions of their pizza. This is where students get a chance to agree or

## VIII. Differentiated Instruction

1. There is a student with autism in my classroom. He has trouble with fine motor skills and

needs help writing and reading. He enjoys puzzles and coloring, so I added those two aspects in

the lesson so that he can participate. He has poor social skills, so that is something I have been

## trying to help him with.

He will work with a group and have a lot of scaffolding during this lesson. He will be able

to take breaks and work alone for part of the activity, so that he isnt overwhelmed. He will get a

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different worksheet than the other students where he will have to use a puzzle to figure out

fractions. It will essentially be the opposite worksheet from the rest of the students. The

worksheet will give him 2/8 and he will have to show 2/8 on his fraction puzzle. He will not have

to write down the answers, but will have to use the puzzle to show his understanding.

2. There is an ELL student in my class who has a hard time grasping the abstract concept of

fractions. She is doing well with addition and subtraction. She is just unable to understand how

1/2, 2/4, 6/8 etc. are represented as shaded portions of circles. She speaks English well enough to

## communicate with the class and does well in group settings.

After my introduction, I will take her aside and use a circle puzzle to explain how there are

pieces of a circle and you can separate the circle to make fractions. There are multiple different

ways to add fractions to make a whole circle. I will also give her a shaded worksheet like the rest

of the students, except she will have individual fractions written on each piece of the shaded

circle. This will act as a scaffold so that it is easier for her to add them up to write the answer.

For example, if a circle is shaded 2/4 or there will be and written on each individual

shaded part of the circle so that she can add up and to get 2/4. Then she can simplify if she

is able to. I will be putting her into a group that has a hard time adding so that she can contribute

with the addition portion and they can help her understand what each individual shaded portion

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