Professional Documents
Culture Documents
Kilan Brown
04/24/2020
TCH 7621
GRADE 4th
SUBJECT Math
Students will have different visuals representing different fractions, they will have to order
LESSON SUMMARY
them smallest to largest then write 2 or 3 equivalent fractions on their own paper. Then they
will make the fractions using the apples.
This lesson plan allows our students the opportunity to learn, which is “the
How is Theory applied
in this lesson? acquisition, retention, and use of knowledge is an important component of
intelligence understanding and creativity to structure their learning experience.
OBJECTIVE.
What will your students be able to do?
Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × 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.
This lesson will help students find and identify equivalent fractions as well. Students assessment will come as teacher and
paraprofessional are walking the room and tracking the students’ progress with fractions but most importantly as educators
we will implement the use of behaviorism and reward our students for every correct step and for the correct answer.
ASSESSMENT
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?
Students will be assessed through their ability to complete their worksheets in groups. This will allow the students to build
confidence using visual aids.
COMMON CORE
How will you address Common Core standards?
Common core will be addressed in this lesson as students will use writing to summarize the lesson and when the students use
their communication skills to communicate which way works better for them to find equivalent fractions, on paper with
pencil or visually with the apples.
DIFFERENTIATION
How will you differentiate your instruction to reach the diversity of learners in your classroom?
How will you address your English Learners?
List the specific strategies you will use.
There will be several different ways for the students to learn the lesson. First we will go over fractions numerically
on the board.
Then we will go over them hands on with the apple piece, this will allow the students to see the fractions visually.
Having multiple means of representation is very important as students learn in different ways. The more ways that
we can represent things the wide array of students we can reach.
English language learners (ELL): were have extra 5 minutes and will have worksheets that have the definitions in
both languages. This will allow them to do the same academic material but have the directions in both languages.
Access to bilingual aide in their group.
Students with special needs: Will have extra time to identify the fractions (5 minutes extra) they will also receive
the visual aids(apples) to worth with at their stations
Students with gifted abilities: Will serve as the group leaders and will assist the groups with identifying the correct
fractions to go with the images on the paper and on the flash card.
Early finishers (those students who finish early and may need additional resources/support): The students who
finish early will have the opportunity to earn extra point by creating 5 equivalent fractions. These students who are
finished early are going to be able to help other students
Intelligence & Creativity Lesson Plan
Rationale:
Providing different educational and instructional strategies is essential for our students
success as well for us to be able to do the best we can as educators. It is very important that we
allow our students the best opportunity to learn in each lesson plan. This lesson plan allows our
students the opportunity to learn, which is “the acquisition, retention, and use of knowledge is an
important component of intelligence (Cherry 2019).” This lesson a great learning environment
that fosters growth, multiple ways to access content. When we are able to build these into lessons
for our students that is when they are able to learn at an optimal level.
The learning environment in this lesson is the key to the students understanding and
grasping the concept. More importantly it is the key to the students being able to find the
creativity and the individuality of their own learning. “One needs an environment that is
supportive and rewarding of creative ideas. One could have all of the internal resources needed
to think creatively, but without some environmental sup- port (such as a forum for proposing
those ideas), the creativity that a person has within him or her might never be displayed
(Sternberg, 2006).” The learning environment in this lesson goes from whole class to small
group to individual learning while adding in the social element throughout and at the end where
As an educator, it is useful to think about the different ways that information can be
presented (Person 2016). This lesson provides our students with multiple means of
representation and presents the information in several ways, on the board in small groups and as
a class. The material will also be presented and in the way of manipulatives that will be apples
and how the fractions are represented. Providing students with multiple ways to access content
improves learning, (Person 2016). The more ways that we can present material to students the
Intelligence & Creativity Lesson Plan
more students that we will be able to reach. Students learn in so many different ways that it is
Ensuring that our students are being put in a situation to learn the material in ways that
ensure they will be successful. As well as in environments that will foster a great creative and
safe learning environment is what we should strive for in. education. This lesson build on basic
principles that will allow our students to succeed. That also show them the importance of
different types of learning strategies and how they may learn best in this academic setting.
Intelligence & Creativity Lesson Plan
References:
Cherry, K. (2019, October 8). How Different Psychologists Have Evaluated Intelligence.
Person. (2016, July 20). Multiple Intelligences: What Does the Research Say? Retrieved from
https://www.edutopia.org/multiple-intelligences-research
Sternberg, R. J. (2006). The Nature of Creativity. Creativity Research Journal, 18(1), 87–98.
https://doi.org/10.1207/s15326934crj1801_10