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Lesson Plan

Where is the school where you are teaching located? City: _______ Suburb: __X_____ Town:_______ Rural: ______

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your

instruction in this learning segment.

IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent

Classifications/Needs Students IEP Goals

Allow extra time to communicate and to complete tasks,

Autism 2 provide explicit step-by-step directions, strategic seating, use

visual cues, ongoing check for understanding, give praise as

often as possible, provide multiple choice questions,

incorporate technology and use manipulatives.

Language Needs Number of Supports, Accommodations, Modifications

Students

Pre-teach vocabulary and relate it to the math vocabulary, use

English Language Learners 2 manipulatives and graphic organizers to teach, frequent

checks for understanding (non-verbal responses – thumbs up

or down), use prompts to support student responses.

2017-18

Math Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential

question, or topic within the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

The central focus of this lesson is to guide students as they explore the use of manipulatives to identify fractions and compare fractional parts

using pattern blocks.

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

In grade 1, children are informally introduced to fractions as the focus entails identifying unit fractions of regions and investigating equal shares.

Students are familiar with partitioning shapes (circles and rectangles) as One or whole.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Students will apply their understanding of equal shares to compare fractional parts using manipulatives and partition shapes into two and four

equal shares and divide shapes into equal parts. Students will also write fractions to name equal parts.

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task

1, Prompt 2b)

The students at this age would like to share their portions from collections, food and sometimes toys. I will use this interest and teach students

fractions and how to divide their portions equally using symbols and manipulatives.

2017-18

Math Learning Segment

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

As the teacher, I will encourage my student’s natural curiosity by providing an opportunity to use manipulatives to understand the difference

between a whole and part. I will encourage students to share their manipulatives with their friends using ½, 1/3, ¼, and 1/8.

Curriculum Standards

NYS 2.G.3 Partition circles and rectangles into two, three, or four equal shares. Describe the shares using the words halves, thirds, half of, a

third of, etc. Describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same

shape.

Quality Relationships - Determine, through investigation using concrete materials, the relationship between the number of fractional parts of a

whole and the size of the fractional parts (example: a paper plate divided into fourths has larger parts than a paper plate divided into eighths)

compare fractions using concrete materials, without using standard fractional notation (example: use fraction pieces to show that three fourths

are bigger than one half, but smaller than one whole)

Using Bloom’s Taxonomy, include statements Using formal and/or informal assessment If applicable, explain how you will adapt

that identify what students will be able to do by tools, how will you evaluate and document assessments to allow students with specific

the end of the lesson and are aligned to the your students’ progress on each of the needs to demonstrate their learning.

standards identified above. objectives? (edTPA Task 1, Prompt 5b)

Teacher will have a discussion with students

Students will be able to use manipulatives and Students will be formatively assessed through as they work with manipulatives, anchor

drawings to represent and explain fractions as observations during class discussions, charts and visual clues to complete the task.

equal parts of a collection. completed worksheets,

Teacher will also provide additional time to

complete the task.

Students will write be able to write fractions to Students will informatively be assessed ELL and Special need students will be used

name equal parts. through student white boards along with manipulatives to represent given fractions.

teacher’s anecdotal notes

through the use of exit slips.

2017-18

Math Learning Segment

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and

practice the concepts (edTPA Task 1, Prompt 4d)

Function Identify Teacher will demonstrate how to represent fraction using fraction

Looking at your standards and symbols and manipulatives.

objectives, choose the one Bloom’s

word that best describes the active Teacher will use non-verbal responses if needed instead of written

learning essential for students to response.

develop understanding of concepts

within your lesson.

Vocabulary Denominator Vocabulary Flash cards will be provided and anchors charts will be

Key words and phrases students need Numerator displayed on the walls in the classroom.

to be able to understand and use Fraction

Equal

Whole

One

Syntax Students will be able to use the Teacher will model and guide students through the procedure of

Describe ways in which students will key words to write fractions to identifying the denominator and numerator to compare fractions.

organize language (symbols, words, name equal parts.

phrases) to convey meaning. Students will be able to allowed to use manipulatives to perform

the task.

Discourse Students will have the Teacher will model listening and sharing answers and thoughts to

How members of a discipline talk, opportunity to listen and share other peers.

write, and participate in knowledge their answers and brainstorm

construction and communicate their ideas with the class and with a Teacher will guide students as they complete the given worksheet

understanding of the concepts peer. task.

exercise sheet using fraction

symbols.

2017-18

Math Learning Segment

and/or Supports

Anticipatory Set/Motivator Setting up the students for the new lesson

and check on background knowledge.

The teacher will write this Math Message on the white board and prepare materials to complete the

quick task. Teacher will be checking and modelling

for ELL and Special needs students.

Take 3 sheets. Fold each one into 4 equal squares. Carefully cut the squares apart along the folds.

Allow another student to help once they

have completed the task.

The teacher will check that each child has 12 squares of approximately the same size

1. The teacher will ask each child to fold one of his or her squares into two equal parts. Special needs:

2. The teacher will ask: Is there more than one way to do this?

Teacher will discuss the different meaning

of Whole and hole

3. The teacher will ask the students to work with a partner t fold other squares into four equal the meaning of numerator and

parts in as many different ways possible. denominator.

pattern blocks and shapes to represent

fractions

4. Finally, the teacher will ask children to fold some of the remaining squares into eight equal

parts in as many ways as possible. Teacher will walk around and frequent

check on folding the sheet properly and

help when needed

5. The teacher will invite children to share their work with the rest of the class. If children do and Autistic Children.

not suggest all the solutions shown above, ask them to look for other solutions or show the

class the missing solutions. To help children learn to associate objects, pictures, and Teacher will praise students as they

concrete models with fractions, write all fractions on the board. complete the task.

6. At the conclusion of the folding activity, the teacher will have children sort their squares

into piles according to the number of equal parts – squares showing two equal parts, four

equal parts, and eight equal parts. If the squares are organized in this way, it will be easier

2017-18

Math Learning Segment

for children to complete the following activity.

7. Ask children to take the square they folded into two equal parts and to color one of the

parts.

8. The teacher will say: “IF you think of the square as representing ONE (the whole), then

each part is half of ONE. The Fraction ½ names one of the parts.

9. The teacher will emphasize that the parts must be equal and that there is one shaded part Teacher will write the answers to the

out of two equal parts. activities on the white board/SMART

10. The teacher will ask the students to record the answers for the following activity on the board to provide visual instructions to

student white boards. students.

11. The teacher will continue with activities such as the following:

Take one of the squares that you folded into four equal parts. Color one part of the

square. Tell me what fraction names the colored part. ¼ Tell what fraction names

the part that is not colored ¾ Students are seated strategically with

Take another square that you folded into four equal parts. Color two of the parts. mixed abilities

Tell what fraction names the colored part. 2/4 or ½

Take another square that you folded into four equal parts. Color four of the parts.

Tell what fraction names the colored part. 4/4 Tell what fraction names the part that Additional time will be provided.

is not colored 0/4

Take a square that you folded into eight equal parts. Color one of the parts. Tell

what fraction names the colored part. 1/8 Tell what fraction names the part that is

not colored 7/8

12. The teacher will repeat with other fractions, such as 3/8 and 5/8, using squares folded into

eight equal parts.

13. As the teacher write fractions on the board, she will mention the following:

The number under the fraction bar is called the denominator. What does the

denominator of ¾ tell you? The whole is divided into 4 equal parts. The teacher will

emphasize again that the parts must be equal.

The number above the fraction bar is called the numerator. What does the numerator

of ¾ tell you? We are thinking about 3 equal parts of the whole.

14. The teacher will assign the worksheet for students to practice fractions.

Closure

1. The teacher will say, “Can someone tell us what we learned about today?”

2. The teacher will record the students’ answers on the white/SMART board.

3. The teacher will distribute exit tickets that has 2 questions on them to have it complete.

4. Teacher will say” Thank you for doing an incredible job today, tomorrow we will learn

how to compare fractions!”

2017-18

Math Learning Segment

List all materials and/or technology tools required for the lesson.

Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive

white-board images.

Crayons

Scissors

pattern blocks

other manipulatives for Special needs students

pattern block template (optional)

Fraction worksheet

White and Smart Board

Exit Slips

2017-18

Math Learning Segment

Lesson 1 of 4

Nour Al-Baltaji

Medaille College

EDU500

2017-18

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