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# Kaylie Quimby 1

## Math: Equivalent Fractions

Subject: Math Activity: Equivalent Fractions Setting: 4th Grade General Education
Date: 2-28-2017 # of Students: 55 Time: 9:20-10:15 (55 minutes total)
Statement of Objective: -Common Core Standard: Accommodations
*Observable/Measurable (A, B, C, D) - Decompose a fraction into a sum of SWBAT (students
*GLCE/IEP fractions with the same denominator in more than one will be able to)
way, recording each decomposition by an equation. objectives are
Justify decompositions, e.g., by using a visual fraction written on the
model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + whiteboard
2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. (4.NF.B3b) (Multisensory
- Explain why a fraction a/b is equivalent to a support)
fraction (n x a)/(n x b) by using visual fraction models,
with attention to how the number and size of the parts
differ even though the two fractions themselves are
the same size. Use this principle to recognize and
generate equivalent fractions. (4.NF.A.1)

Objective:
- Use the area model and multiplication to
show the equivalence of two fractions.

## SWBAT: (Students will be able to use the area model and

multiplication to show the equivalence of two fractions.)

## Materials: - Whiteboard materials ELMO will be used

*Prepared and organized - Lesson 6 problem set worksheet as visual support.
*Available for all - ELMO with powerpoint presentation
(Lesson 7)
- Number sticks

Opening: Transition: 1-2-3 eyes on me, 1-2 eyes on you! SWBAT will be
*Gain attention/motivate written on board as
*Activate prior knowledge 1) Welcome students & introduce Cindy. visual support &
Link/relate; assess; prepare for future reference.
new learning (e.g. vocabulary) 2) Go over what todays lesson will be about.
*State goals/set purpose - Warm-up: L6 Problem Set
Explain task: why, what, how, - Warm-up: change mixed number to
and when for strategies improper fraction
*Clear directions - New problems
Time: 3-5 minutes
4) SWBAT (active participation)
- I say- you say

## 5) Ticket to Success: Independently complete L7 Problem set

using the area model and multiplication.)

## Presentation: 1) Warm-up: Finish Lesson 6 PS wksh (8-10 min)

Teacher: - Turn into yellow folder when ELMO &
*Variety of learning (T/S, S/S, S/T) finished! powerpoint (visual
*Organizational framework - Come to carpet support)
Construct, clarify, and link - Transition: Code word-
concepts in a meaningful context PRIDE
*Present visually, verbally, - Transition: zip, zop,
kinesthetically, zap- were all that...Me hearties! (Marchs Reading Provided many
Real world (e.g. LESH) Month theme: Pirates) visual, verbal, and
*Model and think aloud to make visible kinesthetic
Language practices/processes 2) Warm up: (5 min) supports. (SWBAT,
Learning strategies and - Change this mixed number into an directions in
adaptations (how, when and improper fraction using the shortcut method. (Partner powerpoint, whole
why) work) group and partner
Organization, relationships, and - Have students explain reasoning. discussions)
clues (Accountable talk)
*Transfer of control
Students explain, justify, clarify, 3) MINGLE (students rise and find new partners) (1 min)
etc. - Classroom management movement break
*Clear directions - Transition: Code word- PRIDE
*Check for understanding - Transition: Tootsie roll, lollipop...we were
Kaylie Quimby 2

## Appropriate feedback: praise, talking now lets stop!

prompt
Probe/question (in ZPD) 4) New Problem (I DO): Express equivalent fractions in number
Assess/error drill sentences using multiplication. (5 min)
Monitor and adjust instruction - Model this problem first with student
Students: participation
*Participation
Overt and active 5) Independent work time: on L7 Problem Set (10 min)
Instructional dialogue, think - Students may spread out across the
aloud, explain, justify, classroom
evaluate, etc. - Transition: Code word- PRIDE
Guided Practice: - Transition: Hands up top...that means
*Activity related to stop!
presentation/objectives
*Active student participation 6) YOU DO: Come back to carpet (5 min)
Provide rationale for assignment - Partners: Work on new problem.
Multi-sensory and real world - Share out their answers and reasoning
Instructional dialogue using accountable talk.
*Transfer of control
Students explain, justify, clarify, 7) Independent work time: on L7 Problem Set (10 min)
think aloud - Students may spread out across the
*Check for understanding classroom
Ensure high success rate - Complete L7 Problem Set wksh
Appropriate feedback: praise, - When done: put in the orange folder.
prompt, Probe/question (in
ZPD) Notes:
Individual Practice: Informal assessment:
*Assess/error drill - Teacher scans group for active participation
*Monitor and adjust instruction & direction following.
Scan, circulate, assess, support, - Hand on head or thumb up when read to
praise move on.
Time: 10-20 minutes - Thumb up to check for understanding

## Positive behavior reinforcements:

- Panther Pride slips, reinforcement of
desired behaviors, praise.

Groupings:
- Partner work
- Large group instruction
- Independent work

Closing: 1) Ask students how we can make sure we are reaching our
*Students summarize content and - Independently complete the L7 problem set
accomplishments using area model and multiplication to find equivalent
*Assess/identify new goals fractions.
2) Check for understanding with thumbs up or down.
Time: 5-8 minutes
3) When finished:
- Turn L7 PS into orange folder!
- DIRT
- Free Write

Reflection:
1. Was my feedback for students positive and specific?
2. Did my use of technology enhance my lesson? Why or why not?
3. Did I leave enough time to have an adequate closing for my lesson?
4. Did I make sure everyone was actively participating throughout todays lesson?
5. Were my students able to identify what our goal was for the lesson during the closing?
6. Were my directions clear and direct?