RUNNING HEADER:

Kilan Brown

Alliant International University

03/29/2020

TCH 7621

Behaviorist Lesson Plan

Version 1
02/16
 HSOE Lesson Plan Template

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.
In this lesson students will be experience behaviorism in the lesson where they will have the
How is Theory applied
opportunity to practice math fractions multiple time in different ways and be rewarded for the
in this lesson?
correct answer every time.
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

OPENING (10 minutes – suggested) MATERIALS/STRATEGIES

How will you communicate what is about to happen? How will you communicate how it
will happen?
How will you communicate its importance? How will you communicate connections to
previous & future lessons?
How will you engage students and capture their interest?
TIME TEACHER STUDENTS
8mins How many of you guys have seen your parents Paper
cook, or prefer to eat your sandwich whole or Pencil
have in cut in half or maybe into smaller pieces? Students will write 4 Flash cards
How about your fruit ? Do you like to eat your fractions2 fractions and 2 worksheets
apple or oranges whole or cut up? This will equivalent fractions.
allows the students to see multiple ways of
seeing fractions and how they are set up. We can
do it using both numbers and the apples. Can
everyone write 2 fractions and 2 sets of
equivalent fractions
Staff will also give every student rewards (candy
from the jars) for every correct step in the
process.
INTRODUCTION OF NEW MATERIAL (10 minutes – suggested)
What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged and interested?
TIME TEACHER STUDENTS
8mins Teacher will go over the fractions written on the Students will work with Paper
board and show them represented by apple slices guidance from the teachers Pencil
in front of the class. with one another to find Flash cards
Staff will also give every student rewards(candy equivalent fractions worksheets
from the jars) for every correct step in the apple slices
process.
GUIDED PRACTICE (15 minutes – suggested)
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged and interested?
TIME TEACHER STUDENTS Paper
Students will work with guidance from the Students will be able to Pencil
10 teachers with one another to find equivalent work ahead if they have the Flash cards
fractions. Teacher will first model how to write ability to. Worksheets
fractions and find equivalent fractions. Then Apple slices
students will be able to complete the first 4
problems on the worksheet together. Staff will
also give every student rewards (candy from the
jars) for every correct step in the process.

INDEPENDENT PRACTICE ( 25 minutes – suggested)

How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension?
Why will students be engaged and interested?
TIME TEACHER STUDENTS Apple slices
Teacher will walk to room to see if students need Students will be working to Worksheets
20min help. The key is to stay active and make sure complete their worksheet in pencil
s students get the guidance they need. their small groups. paper
Staff will also give every student rewards (candy
from the jars) for every correct step in the
process.
CLOSING ( 5 minutes – suggested)
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?

TIME TEACHER STUDENTS

14 Teaching will go to individual groups and ask Students will have to give a
mins students which method helped more, basic math response to the teacher and
or visually with apple slices. their small group on which
Staff will also give every student rewards (candy
one they prefer. Students
from the jars) for every correct step in the will have the choice
process. between visually with
apples or with pencil and
paper.
HOMEWORK (if appropriate). How will students practice what they learned?
Not applicable
 Rationale:

Behaviorism is very important in the classroom, this can be used to reinforce certain

behaviors or in this case steps in the mathematical process. People react to stimuli, reactions as

well as positive and negative reinforcement, the site states (Teaching Methods and Strategies:

The Complete Guide, n.d). In math there are often several steps to the process to work out

problems and find the correct answer with young students like these ones it is important to

reward every step so that they begin to understand that each and every step is an important part

of the process. In class we will reward every correct step that the students do in the class whether

it is individually or led by the staff.

When students are able correct complete a step and they are rewarded with candy from

the jar this will allow them to receive a reward. This is acting on their stimulus and their want to

have sweets in the classroom. This all comes back to Watson who looked at stimulus-response

reactions to various situations, such as rats going through a maze. He took the notion of

conditioned reflexes developed by Ivan Pavlov and applied it to the study of behavior(A Science

Odyssey: People and Discoveries: Watson launches behaviorist school of psychology, n.d). This

should worth in the students favor if not for anything more then to get them to focus and work

for positive reinforcements.

As we get deeper into the lesson and the students are able to practice more as the week

goes on we can remove some of the rewards. This will allow the students to continue to follow

the correct steps. W

 References:

A Science Odyssey: People and Discoveries: Watson launches behaviorist school of psychology.

(n.d.). Retrieved from http://www.pbs.org/wgbh/aso/databank/entries/dh13wa.html

Teaching Methods and Strategies: The Complete Guide. (n.d.). Retrieved from

https://www.educationcorner.com/teaching-methods-strategies.html