Lesson Plan Template

Lesson Plan Support Resources: Lesson Plan Rubric, Lesson Plan Development Tutorial, Exemplars

Candidate: Brent Fales Course: Technology Teaching & Learning I Date: 04/01/18

School/Classroom: Overland Trail Elementary School/ Nowlin Subject: Math Grade level: First

Standards: (Highlight content-nouns and skills-verbs)

1.OA: Operations and Algebraic Thinking: Represent and solve problems involving addition and subtraction.: Understand and apply properties of operations and the
relationship between addition and subtraction.: Work with addition and subtraction equations.
1.OA.8: Using related equations, determine the unknown whole number in an addition or subtraction equation. For example, determine the unknown number that
makes the equation true in each of the equations – 3 = 7; 7 + 3 = ?
1.G: Geometry: Reason with shapes and their attributes.
1.G.1: Distinguish between defining attributes (e.g. triangles are closed and three-sided) versus non-defining attributes (e.g. color. Orientation, overall size); build and
draw shapes that possess defining attributes.
1.G.2: Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right
rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Students do
not need to learn formal names such as “right rectangular prism.”
1.G.3: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of,
fourth of, and quarter of. Note: fraction notation (1/2, ¼) is not expected at this grade level. Describe the whole as two of, or four of the shares. Understand for these
examples that decomposing into more equal shares creates smaller shares.

Concepts: Represent and solve problems involving addition and subtraction, Reason with shapes and their attributes.

Learning The 1st grader will understand how to draw and recognize shapes. The 1st grader will also understand how to
Goal/Generalization: create fractions with shapes and notations in wholes, halves, and quarters.
Understand
( Big Idea, title, enduring
understanding)

Critical Content: The 1st grader will know shapes of circles, Critical Skills: The 1st grader will develop shapes using iPads to
Know squares, triangles, and rectangles. Do take pictures of everyday objects for
representation of shapes of circles, triangles,
rectangles, and squares.
Essential Question: What happens when you take parts away from a whole shape?

Objectives/Target/I can statement: Assessment Plan

● Identify the verb, is it measurable? Sentence Stem:
● The condition (if any) under which it will occur Formative/Summative/Performance: Students will... Teacher will... Ex: Formative: Students use white boards to display answer. Teacher
● The criterion of acceptable performance. observes answers and notes students that miss one or more problems for small group time during independent practice.
Given a shape of a circle, square,
triangle, or rectangle, students will be
able to identify the shape. When part of
the shape is taken away students will be
able to tell how much is left in halves,
wholes, or quarters.
Formative: Students will use their iPad to physically draw portions on the shape in question to form
a fraction.
Summative: Students will use smartboard to write the numerator or denominator of the fraction
presented in the problem.

Given a shape students label what Summative: Students will use iPads to take pictures of shapes in their everyday lives and label the
geometric shape is present. shape using PicCollage to create their own creative caption.

Integration of Literacy:
(Reading, Writing, Listening,
Speaking, Viewing, Visual
Representation)
Reading: Will read shapes on Key Shapes Language Objectives: Students will listen and respond
smartboard.
Writing: Will write shapes, and vocabulary: Square Includes either the academic to teacher and peers and
language you will be teaching or collaborate on what shapes or
notation of fraction presented on Circle the language processes you will
whiteboard. Triangle expect the students to use during fractions are presented. When
Listening: Will listen to peers when the lesson. Ex: Ask and answer responding students will recite
they are answering questions about Rectangle questions. Orally defend a what the term is that presented.
shapes and fractions Fractions position.
Speaking: Will answer questions
when they are presented by raising
Half
hand. Whole
Viewing: Will view the whiteboard Quarters
when questions are presented to the
class. Fourths
Visual Representation: Will develop Numerator
shapes and fractions within said Denominator
shapes on iPads, and Whiteboard.

Technology Standards 1. Empowered Learner: 1c: Students use technology to seek feedback that informs and improves their practice and to
(ISTE) demonstrate their learning in a variety of ways.
2. Knowledge Constructor: 3a: Students plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.
3. Knowledge Constructor: 3c: Students curate information from digital resources using a variety of tools and methods to
create collections of artifacts that demonstrate meaningful connections or conclusions.
4. Innovative Designer: 4a: Students know and use a deliberate design process for generating ideas, testing theories,
creating innovative artifacts or solving authentic problems.
5. Computational Thinker: 5a: Students formulate problem definitions suited for technology-assisted methods such as data
analysis, abstract models and algorithmic thinking in exploring and finding solutions.
6. Computational Thinker: 5b: Students collect data or identify relevant data sets, use digital tools to analyze them. And
represent data in various ways to facilitate problem-solving and decision-making.
7. Computational Thinker: 5c: Students break problems into component parts, extract key information, and develop
descriptive models to understand complex systems or facilitate problem-solving.
8. Creative Communicator: 6a: Students choose the appropriate platforms and tools for meeting the desired objectives of
 their creation or communication.
9. Creative Communicator: 6b: Students create original works or responsibly repurpose or remix digital resources into new
creations.
10. Creative Communicator: 6c: Students communicate complex ideas clearly and effectively by creating or using a variety
of digital objects such as visualizations, models, or simulations.
11. Creative Communicator: 6d: Students publish or present content that customizes the message and medium for their
intended audiences.
12. Global Collaborator: 7a: Students use digital tools to connect with learners from a variety of backgrounds and cultures,
engaging with them in ways that broaden mutual understanding and learning.
13. Global Collaborator: 7b: Students use collaborative technologies to work with others, including peers, experts, or
community members, to examine issues and problems from multiple viewpoints.
14. Global Collaborator: 7c: Students contribute constructively to project teams, assuming various roles and responsibilities
to work effectively toward a common goal.

Innovative Materials & Ex: Google Docs: modification: Students will use google slides to collaborate in groups on a presentation
Ex: Google Doc: substitution: Teacher will use google docs to organize cooperating groups and show students what group they are in for centers.
Technology Tools:
(Tool: Label SAMR Level, Video: Augmentation, sparking student interest into the topic.
Describe) Smartboard: Modification, used for students to show work.
iPads: Redefinition, students use iPad to take pictures of shapes in real-world setting, to insert captions, or record self, labeling shape.
Google Docs: Substitution, used to organize students into collaboration groups.

Responsive Process: Differentiated by collaborative contribution in answering questions about the content.
Teaching/Differentiation:
● What will I do if they don’t Technique: Differentiated product based on student ability, how students approach project.
get it? How will you
remediate?
● What will I do if they get
it? How will you extend?
● How will you include all
learners?

Introduction:
(Includes: Hook the learner increase interest, activate prior
knowledge, review, preview content and vocabulary,
essential questions posed, and relevance established)
Have you ever looked at a pizza and thought, “How do they get those slices to be the same size all the way around
the circle?” Or, “Why is that piece of cake twice as big as that one?”
Today we are going to learn why that is the case. We are going to learn about fractions! But, before we can dive
into the fun fantastical world of fractions, we want to learn about the shapes that we will be using with our fractions.
Can someone tell me what shape the clock is on the wall? Or how about the smartboard what shape is it? Can
anyone tell me what shape comes to mind when you see a piece of pie? By learning these shapes we can have a
better visual representation of the fractions that we are going to learn how to create out of these shapes.
Lesson Procedure (The following three categories occur simultaneously)
Instruction Modeling Checking for Understanding
(Specific & Scripted) (Specific & Scripted) (Include blooms level, ‘question’, strategy)
Ex: Application question: ‘How does ___ apply to you?’-Think-Pair-
Share

1. Everyone look at the smartboard to see what
collaborative groups you are in.
2. Ask students to draw the shapes as you call
them out.
3. Have students fold a piece of paper hotdog ways
and then hamburger ways to create four quadrants.
4. I want you to take pictures with your group on
your iPad of different shapes around the classroom,
you need to find a square, triangle, rectangle, and a
circle.
5. Start shading in a portion of your picture
6. Ask your group how much is left in your picture?
7. Use PicCollage to label shapes and fractions in
peers’ pictures.
8. Have students come up to Smartboard to answer
and write fractions and shapes on board.
1. Explain what the assignment/task at hand
is going to be.
2. Draw shapes that you are wanting
students to draw as well to help with
reaffirming details.
3. Take a picture of clock with teacher iPad
and then draw cross on it making four equal
sections.
4. Start coloring in a portion of the picture
and ask class how much is left, or missing.
5. Show how to label, record shape and
fractions in PicCollage.
6. NA
7. NA
8. Call on students to show what they’ve
learned on the Smartboard.
1. What shape is a clock?
2. If I made a T through the clock how many
pieces do you now see?
3. If I have four quarters how much do I
have? Why do you think they are called
quarters?
4. What are some other objects that are
shapes that we see daily?
5. When would you use fractions?
6. How would you write a one fourth on this
shape?
7. How would you write three fourths in
fraction notation?
8. Do you see a difference in two quarters or
two fourths, and one half?

Guided Practice: Students will work in collaborative groups.

Consider the questions “What happens when you take parts away from a whole shape?”
How could you evenly distribute a pizza so that everyone gets the same amount?

Independent Practice:
Students will work independently or collaboratively with their peers to create their own fractions of objects using an iPad to take
pictures and then editing the object in the pictures to either fourths, quarters, or halves.

Closure: Students will have the time to reflect on what they have learned about and how it can affect their day to day life.
(Review Objective, Student
Reflection, Relevance) How do fractions affect you daily?
How often do you come in contact with shapes and fractions during your day?
Self Reflection:
What went well? https://871705295425345079.weebly.com
What will I change?