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# IUPUI Elementary Education Block II

## Lesson Plan Template

Adapted for the Principles of Effective Pedagogy

Kara, Nancy

## Title of Lesson & its Placement in the Unit:

Transition to Fractions
Day 2

Connection to Students:
This previous week, we once again started with the seeing numbers activity.
This has become our beginning activity. Throughout the weeks, it continues to
engage and prepare the students for the rest of the math lesson. Students
attempted to solve the dots in multiple ways and many wanted to continue this
activity for the rest of the lesson. This week, we will expand on this once again.
We will go through the beginning section of this as routine, but towards the end
we will attempt to give the students a variety, as well as (deciding for themselves
what to do) by creating their own dot cards for others in the group to share.
This past week, we began a discussion of fractions. We had worked with
contextual word problems, a variation of a number string, with the last two
problems requiring the students to split some of the items into fractions. For
example, we had three pizzas divided between two people. One of the students
realized straight away that this was one and a half. He explained he knew this
because each person got one then you split the third one. However, because he
shouted the answer in the beginning we believe this influenced the work of the
other students. Within these word problems, the students understood that the
pizzas or brownies had to be split between the people, this was the word they
used often- split, but they did not touch on the topic of these parts being equal.
This is what we believe we should expand on. Although our end activity from the
last week would have clarified this, we ran out of time to move on. This is why we
are moving it to our main activity for the week, to ensure that students will be
able to get to this.
As an ending activity, we are doing fraction war in an effort to have the
students discuss the size of fractions compared to one another. We chose this
activity because it is somewhat of a game to end these lessons on a positive note.
As well, we have done a similar activity with multiplication war that the students
enjoyed and were engaged in.
Learning Objectives: What are the Assessments: How will the students
students supposed to know, understand and I know how they are progressing
and/or be able to do? on the learning objectives?

## Content: Content: Separate into three

parts
SWBAT able to apply different strategies During the seeing the numbers
when counting dots on dot cards and will activity, I will take notes on their
be able to explain why those strategies multiplication, addition, and division
work. strategies, and ensure they are using
different strategies. I will also take
notes on the strategies they use
when partitioning the shapes. They
will be able to do these activities with
at least two different strategies. I
will also ask them questions to
confirm their understanding of the
activity. I will ask the students to
share one of their strategies they
used to ensure that they have an
understanding of why they are
solving it this way.

## SWBAT divide shapes (SHAPES) into equal To assess their understanding of

number of parts, and they will have to fractions, I will ensure that the
explain their reason behind their fractions they create using the
partitioning. cutting fractions activity do, in fact,
create equal fractions. I will be
looking particularly for the correct
number of pieces or equal sizes and
the ability to explain or prove their
thinking.

SWBAT develop a deeper understanding of During the ending game, I will also
which fractions are bigger than others and be taking notes on their reasoning
why, in the ending game. behind choosing which was larger.
Language: Language:
SWBAT listen to other students ideas and I will be checking for students
reasoning share their strategies for solving understanding of their strategies by
the seeing numbers based activity and the their ability to explain their thought
partitioning shapes activity. They will be process. The students will be able to
able to use vocabulary relevant to this write the other students equation as
lesson such as divide, grouping, half, explained through their circling. I
fraction, and share. will also be ensuring that they are
using the vocabulary properly when
the opportunity arises. Note which
words students are using.

Social/Affective:
SWBAT work with each other, help each Social/Affective:
other, and also respect each others ideas. I will be able to ensure that students
They will be able to actively listen to the are working well together during the
person talking. activities. The students will be asked
how well they expressed their ideas
and how well they felt they listened
during activities by giving a thumbs
up, down, or sideways.

## Standards/Indicators or Pacing Guide:

Identify content and process standards.
PS.1, 4.NS.1, 4.NS.3, 4.NS.5

Resources/Materials:
Pencil, Paper, Colored Pencils/Markers, Scissors, Shape Sheets, Partitioned Shape
Cards, Graph Paper, Deck of cards (minus the face cards), Template for game

## Student Procedures: Describe student Teacher Procedures: Describe

actions in detail. teacher actions in detail.

## Beginning: 10-15min. Beginning:

Students will discuss their week and lives I will begin by asking students how
with the teachers. Such as how their their week is going and discussing
Spring Break was. their lives. Such as how their Spring
Break was.
The students will once again be working
with a version of seeing numbers, which We have been continuing a tradition
has been our beginning routine for our of seeing numbers with our students
division, and now our division into because they really enjoy it, get
fractions section. This is an activity that involved, and grow as
consistently engages the students and mathematicians from it. Therefore
prepares them for the rest of the lesson. this week we will continue the trend
We will do the seeing numbers with dot by looking at seeing numbers with
cards. dot cards.

Seeing Numbers
The students will be working with the Seeing Numbers
Seeing Numbers activity. The students We will have dot cards that will
will look at the dot card shown to them by contain dots in various groups
the teacher and try to figure out how (similar to those on a dice). We will
many dots are on the page. Then, they show these to the students and ask
will turn to their buddy and share what how many dots are on the page.
they got, and whether they agree or Though there will be, for example, 30
disagree with one another. They will also dots on the page. The dots will be
share how they got their answer. The arranged into six groups of five.
teachers may begin to flash the cards at This gets the students used to seeing
the students quicker, in order an attempt numbers in groups to get the whole
to get the students to group the dots number. We will show these to the
together rather than counting all. students. They will try to decide how
However, the students will still share and many dots are on the page. Once
discuss their answer and process as a everyone has a number, they will
whole group discussion. turn and talk with their buddy to see
whether they agree or disagree with
each others answers. Then they will
explain how they got their answers
as a whole group discussion. This will
be repeated with the dot cards. If
the students seem to be catching on
quickly, we may try flashing the
cards at the students to see if they
are able to quickly arrange into, and
count the groups, rather than the
dots, as is the goal. We will still
have the students sharing with one
another how many dots they got and

Expanding upon this activity, the students To expand upon this activity, we will
will create their own dot cards. They will allow the students to create their
each take a blank piece of paper and own dot cards. We will give each
create an arrangement of dots in an array, student a blank piece of paper and
randomly, or in clear groups of numbers. tell them to create an arrangement
Next, they will rotate their dot cards of dots. We will clarify that this can
around the table. They will try to solve be done in an array format,
the new group of dots that they have randomly, or in somewhat clear
using a visual method, such as circling. groups of numbers. After they are
Then they will trade with another student. given time to create this, they will
trade papers with another student. They rotate their dot cards and try to solve
will have to explain their method to their someone elses creation using only
partner, while their partner writes an circling, which the students often go
equation for their explanation and vice to first. Then, they will trade papers
versa. with another student. They will have
to explain their method to their
partner, while their partner writes an
equation for their explanation and
vice versa.

## Middle: 25-30 min. Middle:

Students will divide a square printed on a In this activity all students will
piece of paper into two equal sections remain together. This activity will be
however they would like. They then will the beginning stepping stone for
discuss in pairs how they could prove that fractions as we explore partitioning
the sections are in fact of equal size. They shapes. I will give the students a
then will chose one way to share with the square printed on a piece of paper. I
whole group. They then may repeat pair will ask the students to divide the
sharing in order to come up with a plan paper into two equal sections. We
that involves scissors to prove that they will refer to the shapes and dividing
are the same size. Then students will them as if they were cakes. Cakes,
begin to actually cut their partitioned that they will be dividing into equal
squares to compare the two parts. This pieces to be shared amongst a
process will continue with five more particular number of people. After
shapes. They will be able to talk each student finishes they will give
throughout. me a thumbs up. Once all have
finished I will ask them to prove to
me that they are equal sections. I
will have them pair share ways that
they believe that they could prove
that the sections they made are
equal. I then will have them share
one idea with the big group. If the
students do not come up with the
idea of cutting them out or lining
them up I will nudge them by asking
what if I gave you all a pair of
scissors, what could you do then? I
will again allow for responses from
the whole group. If no one shares. I
will have them turn and talk with a
partner then have them share out
with the whole group again. I will
then give the students scissors. Then
the students will cut out the square
and cut out the parts they created.
Once they have finished cutting out
the parts they will lay them on top of
the other to prove that they are
equal parts. This process will be
continued with other shapes. We will
then have them partition:
-a triangle into three equal parts
-a hexagon into four equal parts
-a rectangle into six equal parts
Challenges:
-a circle into nine equal parts
-an octagon into sixteen equal parts
(Including challenge problems
because our students really respond
to them and creates a sense that
they are proficient mathematicians
within themselves.It gets them
excited.)
After each shape we will discuss how
they divided the shape differently
while still creating the needed
number of equal parts. Throughout
the entire activity students will be
END allowed to discuss and talk with their
peers about the topic at hand.
Students will be playing a game in pairs.
These pairs will be made by the teacher
based on her knowledge of who works well 10-15 min. END (SUMMARIZE):
together and how they will be able to grow
as mathematicians. This game is a In this end activity, students will be
playing a game in pairs. The pairs
version of the game of war. Students will
will be Neshila and TaNia, Audrey
be flipping over two cards one on top of and Mercy, and Huggo and Jaylind.
each other onto a template. Their buddy We are pairing them this way
will also do the same. They then will work because they tend to work well and
to see which fraction is the highest. The grow as mathematicians when
person with the highest fraction will get working in such pairs. This game is a
both sets of cards. This game pattern will version of the game of war. Students
will be flipping over two cards one on
continue until a student runs out of
top of each other onto a template,
enough cards to play. Each number card one card as the numerator and one
value will remain the same and jack, card as the denominator. Their
queen, and king will be see as 10s. Aces buddy will also do the same. They
will be seen as 1s (a note will be placed then will work to see which fraction is
on each of these cards). the highest. The person with the
highest fraction will get both sets of
cards. This game pattern will
continue until a student runs out of
enough cards to play. Each number
card value will remain the same and
At the end, students will answer the jack, queen, and king will be see as
question of how well they felt they 10s. Aces will be seen as 1s (a note
will be placed on each of these
expressed their ideas and listened to one
cards).
another by using a thumbs up, down, or
sideways. At the end of this activity I will ask
the student how well they feel they
expressed their ideas and listened to
one another by a thumbs up, down,
or sideways, as per the assessments
portion.

## Principles of Effective Pedagogy

Discuss when/how at least 3 of the principles of effective pedagogy (JPA,

CTX: Students will be able to connect the division problems at the middle/end of
the lesson with their lives and interests. They will also bring with them any prior
knowledge they have of division, such as from activities and discussions this
previous week. As well, we attempted to expand on a previous activity (seeing
numbers and our version of the number string) that was very engaging for the
students.
LLD:Students will be involved in discussions about different strategies for division.
They will also be engaged in discussion about what fractions are, why, and what
constitutes a fraction.
JPA: We will be working to create problems and activities that will strengthen
students and will help them gain mathematical fluency. They will be working
together to discuss and solve the division problems, as well as, working together
to discuss what fractions are and how to create them.
CA: This activity is challenging because it causes the students to solve a problem
multiple ways as well as explain their thinking and reasoning behind their
strategies used. Additionally, this activity is challenging because it is beginning a
transition into fractions. This concept of fractions and dividing the whole may be
challenging for some students to grasp.

Differentiation:
Discuss how you adapted engagement activities and/or assessments to meet the
instructional needs of each student? Specifically attend to how your lesson has
been constructed to support particular students in your classroom.

Students will be again using a seeing numbers activity as our opening routine.
This can be geared up or down based on the amount of time that is given to the
students. If they are having difficulty the card may be given to them or held up
longer. On the other hand, if students are finding the task too easy, they may
have the card flashed at them, causing them to work faster to see the numbers.

The students will also have a differentiation within the cutting shapes activity. If
it is easier for them to cut, they may do that, or if folding works better they may
be able to use that as well. As a way to gear up or down is either with the shapes
used or the fraction asked to create. If the students are struggling with one
shape, they will be able to gear up or down to another one. As well, if halves
become too easy, they may gear up to fourths, eighths, etc.

The time allowed to discuss before a final answer is given is a differentiation for
the concluding activity. With this being said they do not have to make it through a
whole game, as long as they are working diligently/on task.
Shapes:
(see other attached document)

Game Template:
(see next page)