McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015

Teacher: Ashley Baker Date: Tuesday, February 25, 2020

Title of Lesson: Cooperating Teacher: Samantha Wiggins

Comparing Fractions/Fraction Review

Core Components
Subject, Content Area, or Topic
Mathematics
Fractions
Student Population
21 Students
Learning Objectives
The student will name and write fractions represented by a set or model.
The student will represent fractional parts with models and symbols.
The student with compare fractions of halves, thirds, fourths, sixths, and eighths with models and
symbols.
Virginia Essential Knowledge and Skills (SOL)
2.4 The student will
a) name and write fractions represented by a set, region, or length model for halves,
fourths, eighths, thirds, and sixths;
b) represent fractional parts with models and with symbols; and
c) compare the unit fractions for halves, fourths, eighths, thirds, and sixths, with models.
Materials/Resources
Calendar
Comparing Fractions Worksheet
Fractions Secret Code Worksheet
Identifying Fractions Worksheet
Document Camera/Smartboard
Pencils
Dry erase markers
Laptop
Dominos/ Domino Fraction Game
Cupcake Fraction Task Card Game
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)
Students will move about the room safely during rotations and transitions.
Students will be in the designated area during rotations with their specific group.
Students will use nonverbal signals for bathroom, water, tissue, pencil, and question.

Time
Process Components
(min.)
*Anticipatory Set
Calendar
5 min Review months, days of week, date, number of days in school, (today is, tomorrow
will be, yesterday was)
What is date for the last day of the month?
What is the date 1 week after today? What was the date 2 weeks before today?
What was the date 5 days before the 17th?
*State the Objectives (grade-level terms)
I can name and write fractions.
I can represent fractional parts.
I can compare fractions.
*Instructional Input or Procedure
3 min TTW review fractions with students.
What is a fraction? What is the top number called? The bottom? What does the
numerator represent? What does the denominator represent?
*Modeling
TTW review fractions and comparing fractions with the document camera.
TTW model and guide instruction with the Comparing Fractions Worksheet
7 min TSW complete the Comparing Fractions Worksheet along with the teacher.

TTW discuss guided math centers for the day. (Cupcake Fractions, Domino Fractions,
IXL on Laptops, and Teacher Table – bring pencil and dry erase marker)
*Check for Understanding
TTW post math rotations on the smartboard.
2 min TSW repeat expectations for guided math rotations: whisper level for task card
centers, no talking for laptops, stay in centers with group, work as a team)
20 min *Guided Practice
(2 rotations) Students will work in guided math rotations.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 *Independent Practice
Students will work on laptop IXL fractions task during rotation.
Students will work with groups with task cards.
Students at teacher table will work independently on worksheets unless support is
needed.
Assessment
5 min Groups working with teacher will complete exit ticket (identifying and comparing
fraction worksheet)
TSW complete worksheet and turn in to teacher.
*Closure
3 min TSW clean up centers.
TSW turn in exit tickets to teacher.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
Centers will be differentiated by academic level based from the previous day’s assessment (exit
ticket) on fractions.
Students who did well on the fraction assessment will review fractions skills with domino fractions.
Students who need little practice will be on IXL on laptops working on fraction assignments or will
work with cupcake fractions task cards.
Students meeting with the teacher will be differentiated based on prior exit tickets on fractions.
These students need more support. Groups will be meeting for a variety of support (writing
fractions, comparing fractions, representing fractions, identifying fractions).
Math rotations allow for student accommodation in academic level, learning style, and support
needed to succeed.
Classroom Management Issues (optional)

Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Math Station Rotations

Tuesday, February 25, 2020 1st rotation 2nd Rotation

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Group 1
Riley, Tori, Zoe, Nakaria,
Jurnee Teacher table Cupcake Fractions

Group 2
Isabella, Tywan, Viviana, Laptop
Noah, Cole IXL Fractions W1, Domino Fractions
DW.2, W.3, W.4, W.5,
D.6

Group 3
Harriet, Raleigh, Emma,
Alaina, Armani Cupcake Fractions Teacher Table

Group 4
Kolbie, Marcus, Breck,
Jason, Caden Laptop
Domino Fractions IXL Fractions W1,
DW.2, W.3, W.4, W.5,
D.6

*Math Rotations are changed daily, so everyone has the opportunity to complete all centers.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015