Indiana Wesleyan University

Elementary Education Math Lesson Plan – Lauryn Scheske

CAEP 2018 K-6 Elementary Teacher Preparation Standards

LESSON RATIONALE
BIG IDEA: “Plan for what you can predict, but expect the unexpected.” There are patterns in our world that help us predict
what is going to happen, but there are also so many things that are out of our control in the world. If we examine what we
can control in different areas of our lives, we can prepare for the future and expect that the unexpected will happen.

The goal of this lesson is to help students develop a deep conceptual understanding of whole numbers in fraction form
and how a whole can be broken up into several parts. This is the foundation for understanding mixed numbers and
fractions and will later impact how they understand adding and subtracting fractions. This will also help them identify
how to break things into equal parts in their own lives. This lesson will give students a mathematical framework to help
them better understand the world around them just a little bit more. This connects to the big idea as well because when
we see how many parts make up a fraction (the denominator) and we look at how many parts we have (the numerator),
we can predict we have a whole. And if we eat or take away part of the whole fraction, we can predict that we will no
longer have a whole.
(CAEP K-6 1.a)

READINESS
I.Goals/Objectives/Standard(s)
A. Goal— Students will write and identify whole numbers as fractions.
B. Objective—
 When given a set of fractions, students will be able to identify whole numbers.
 When given a real-world example, students will write a whole number as a fraction that describes the
example.
C. Standard—4.NS.3: Express whole numbers as fractions and recognize fractions that are equivalent to whole
numbers. Name and write mixed numbers using objects or pictures. Name and write mixed numbers as
improper fractions using objects or pictures. (CAEP K-6 3.c)
II. Management Plan- Time per lesson element, use of space, list of materials. Describe expectations and procedures.
 Time: 40 – 46 minutes
o Anticipatory Set: 5 minutes
o Instruction/Exploratory Discussion: 7 – 8 minutes
o ‘Items as Wholes’ Group Activity: 7 – 8 minutes
o Debrief and Discussion: 7 – 8 minutes
o ‘Whole-d ‘em Up’ Game: 11 – 14 minutes
o Closure: 3 minutes
 Use of Space:
o Carpet area with whiteboard for Ant. Set and all discussions
o Desks for both activities
 Materials:
o Two Pizzas (or pizza boxes to pretend with)
o Giant sticky note
o Items for Group Activity (6 – one for each group)
 Puzzles
 Quarters
 Pack of crayons
 Base-Ten Hundreds Block
 Deck of cards
o Math journals (they already have these)
o Whole-d ‘em Up’ Game Sheet
o Dice (13)
 Expectations and Procedures:
o Think, Pair, Share will be a common format in my classroom and students are expected to whisper
answers to their ‘shoulder partner’ or the person sitting next to them on the carpet.
o Students will be expected to raise their hand if they have a question or something to say. Other
students will know to listen quietly when peers or the teacher is talking.
o Students will be expected to listen to directions, but I will also provide visuals and written directions
for anything I ask them to do, such as when they complete a task, game instructions, etc.

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III. Anticipatory Set
 “Man, I am hungry!! Would anyone care if I ordered a pizza real quick?” I would pretend to talk on the phone, and then
walk over to the door or the window and pull out a pizza box. (It would be most fun to have an actual pizza, but if there
are any allergies and now because of COVID, I could just pretend.) I would bring it over to the class. If it was a real
pizza, I would want one that was NOT cut into pieces. Then I would proceed to get ready to eat it, then I would pick up
the whole pizza and try to eat it. I assume my students would laugh and tell me I couldn’t do that. “What’s wrong?!
What’s wrong with the pizza?” I would take answers from the class and come to the conclusion that it needs to be cut
into pieces before I can eat it. “But I can still have the whole thing, right?!” They will probably try to convince me to
share, and I will say “I guess if it was cut into pieces, I could share. That’s a benefit of cutting it too!” “Does it change
the pizza if we cut it into pieces? Do I still have the whole pizza if I cut it into pieces?” I would direct them to the
conclusion that the pizza is the same; there is the same amount of pizza, but it is just broken into parts. “This idea
actually connects with what we are going to explore in math today. Tell your shoulder partner how you think this pizza
could relate to a math lesson. I would call on students for answers, and I would guide their ideas toward the concept of
fractions and whole numbers.
• Purpose: “Today we are going to investigate what whole numbers look like as fractions and why it is helpful to
look at them in this way. One of the things you mentioned when I wanted to eat the whole pizza myself was that
if we cut it into pieces, we could share. Fractions are essentially the same concept. If we can understand fractions
and how they relate to a whole, then we will be able to share evenly or divide ANYTHING into equal groups.”

PLAN FOR INSTRUCTION

IV. Adaptation to Individual Differences and Diverse Learners—
 If I were to have students with ADHD, they will be given several opportunities to move around and share with
peers. Fidgets and other items would be made available to them during whole group discussion times.
 If I were to have students with ASD, I could create a visual schedule for them to ease anxiety. It may be beneficial
as well to print out pictures of items that are wholes with multiple parts or pieces. This would make the abstract
more concrete and relatable to the students.
 If I were to have a student with a learning disability in math, the lesson is designed to slow down and really gain
conceptual understanding of a whole. I think this lesson would be very beneficial for all students, but especially
those with a learning disability in math because we are stepping back and making sure we have the number
sense down and conceptual understanding, before moving onto procedures. Fractions are constantly being
related to familiar objects to make the learning more concrete. It is designed to actively build off of students’
schemata and previous experiences.
 For students who are ahead in math or are typically early-finishers, I would prepare questions to push them
beyond, such as during the game, “What do you think it means if the number on top or the numerator is larger
than the number on bottom or the denominator?” I have activities planned for students who finish first as well
throughout the lesson.

(CAEP K-6 1.b)

V.Lesson Presentation (Input/Output)

 “What do we remember about fractions?” I will write their ideas on the sides of the board, especially if they say
something about parts and wholes. We will come to the conclusion together that the bottom number of a
fraction is the whole or the total number of parts and the top number is the number of parts left or available to
us. If they had been taught the words ‘numerator’ and ‘denominator’ already, I would use those terms. But if not,
I wouldn’t worry about introducing that vocabulary in this lesson.
 “So going back to the pizza, if there are 26 of us in this room right now, but two of us have allergies or don’t like
pizza – real quick, what is 26 minus 2… right, 24. If 24 of us want pizza, how many pieces should we cut the pizza
into? 24, right?” Before I actually cut the pizza or pretend to, I will draw my thinking on the whiteboard. I will
draw out what it would look like to cut a pizza into 24 pieces, then ask, “So we have a pizza that is cut into 24
pieces [I would draw it on the board], if we were to write this as a fraction, what would the bottom number be:
whisper your answer to your shoulder partner real quick.” I would call on someone to tell me the answer. “Now
tell your other shoulder partner or the person in front of you, what would our top number be?” I would call on
someone to tell me the answer. “So if we were to represent our pizza as a fraction, our fraction would be 24
twenty-fourths! Can someone use this calculator real quick to divide 24 by 24?” (I am assuming they have
already had practice with calculators and the understanding that fractions are really division problems. If they
had not received this pre-teaching, I would not get into this.) “If you already know what 24 divided by 24 is,
think about it and keep it in your head. So what is our answer; 1! We have one whole pizza; the 24 pieces go into
the 24-slice pizza one time and there are no extras left over. If we had a one-hundred piece puzzle, there would
only be enough room for those specific one-hundred pieces. And if we realized half-way through the puzzle that
we only have 75 pieces, what would happen? We wouldn’t get to finish the puzzle, right?! We need all one-

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 hundred pieces to ONE WHOLE puzzle.” As I am saying this, I am writing 100/100 = 1 whole puzzle on the board
as a boosted visual. I want them to see that 24/24 equals one whole and so does 100/100. “When all the pieces
or parts are present, we have a whole!”
 7-minute activity: “We are going to take a few minutes to investigate this concept. At your table groups, you are
going to find a box of items. Each of the items are made up of smaller parts or pieces.” I will pull out a giant sticky
note that has been drawn to look like a piece of notebook paper. “In your math journals, you are going to write
the name of the item, such as a puzzle. You are going to write how many parts make up the whole and then how
many parts are actually there. Write it in fraction form like this:” I will point out these instructions in the
example I made on the giant sticky note. I will model one example for them. Each table will have 5 items: a
puzzle, four quarters= 1 dollar, pack of crayons, base-ten hundreds block, and deck of cards. “Work as a group to
investigate these items, but each of you will record your answers in own math journal. When everyone is
finished in your group, clean up your items, put them back in the box, then come back over to whiteboard and sit
in your square. But everyone in your group must be done writing before you come back over to the carpet. Bring
your journals back over to the carpet with you as well. When you get to the carpet, I want you to discuss with
your group things that can be broken into parts.” I will write these steps on the board where they can be seen
throughout the room so that if students forget what they are supposed to do, they can just take a look at the
board.
 Once everyone is back to the carpet, we will discuss our findings. I will have students come up to the giant sticky
note and write their answers. The class will compare their answers to their peers’.
 “Well, I still have this pizza, but I just think it would be really hard to cut it into 24 equally sized pieces and the
pieces would be very small. How could we solve this problem? I have an answer in my head, but I want to know
what you think. Whisper with your shoulder partner about how we can solve the problem of our pieces being
too small.” I will ask for some responses and lead them to the conclusion that we need to get a another pizza.
Then I would pull out another pizza from somewhere! “So now we have two pizzas! Neither of them are cut. We
need 24 equal pieces. Do you know a way to solve this problem? What could we do? That’s right, we can divide
24 by 2! When you have the answer, whisper it to your shoulder partner.” Then, everyone would tell me twelve.
“That’s right! We need twelve pieces from each pizza! Now we have two whole pizzas, what would our fractions
for each pizza look like now? Write your answer in your math journal. I know you’re done when you’re looking
at me. Would someone like to share their answer?” I would have a few students share their answers and explain
how they came to the conclusion that they did, whether it was right or wrong. I mostly want to hear their
thinking. We would come to the conclusion that one whole (12/12) plus another whole (12/12) equals two
wholes.
 I would then send students back to their desks and explain what they are going to do next, and then I would cut
the pizzas and prepare any allergy-friendly snacks necessary. I would also make sure everybody sanitized their
hands before eating. “Now, you can eat your snack once I have given it to you, and you’re going to play a game
with your desk partner. You can eat and play at the same time. There is a stack of worksheets on your desk with
the game instructions on them, but what you will be playing is a game I’ve created called, “Whole-d ‘em Up!” In
this game your partner will tell you a number between 1 and 12. You are going to write that number as the
bottom number for that round. Then you will roll two di. You will then write the number that you rolled above
the number your partner said. If it is the same number, then congratulations! You made a whole number and win
that round! If it was not the same number, then your partner wins that round. Take turns calling out the
numbers and rolling the dice. Once you each have filled up your recording sheet, count how many whole number
fractions you made and circle them. When you are done, turn your game sheets into the green bin, put your math
journals in their spots, and then you can play the math app on your iPad at your desk.

(CAEP K-6 3.f)(CAEP K-6 3.d)

VI. Check for understanding.

 Several points throughout the lesson, I will be checking for understanding through discussion. I continue to ask
students about their thinking, not just their answers.
 Another check will happen after their initial group activity with the items. I will be walking around the room and
listening to their thinking with each other. If I see a student not really participating, I may go up and ask them
why their answer is what it is. For the items such as the hundreds’ block, I will be checking to see if they are
counting the blocks or if they can just know that the whole number fraction will be 100/100. All parts of the
whole are clearly present. I would also check their math journals at the end of the day and see what they wrote
for this activity. I can also hearing their thinking when we come back together to share our answers.
 The last activity is designed to give students practice in identifying whole numbers. I will be able to use their
game recording sheets to check their understanding as well.

VIII. Review learning outcomes / Closure

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  When everyone is done, I will use an attention grabber to get everyone’s attention. “To review: what were some
things we used today to look at the parts that made up a whole?” Answers could be pizza, puzzles, crayons, etc.
And as they talk about them, I will rewrite the whole numbers that make up those items. “What are some things
we use every day that is made up of multiple parts or pieces or is a group of things?” Students will share answers
with me. “I want you to keep an eye out for whole numbers this week in the things you use every day. See if you
can figure out what it would look like as a fraction. During the game today, you may have gotten fractions where
the top number was bigger than the bottom number, and you maybe have never seen that before. But this week
we are going to learn what kind of special fraction that is and why it is important.”

PLAN FOR ASSESSMENT

 Formative: Discussion-based checking for understanding, examining their math journals after the lesson, and
assessing their game sheet. In all of these informal assessments, I am looking to see that students are identifying
whole numbers as fractions. During discussion and group time, I will be listening to hear thought processes of
students and how that results in an answer for them.
 Summative: Students will be given a test at the end of the unit covering whole numbers as fractions, improper
fractions, and mixed numbers.
(CAEP K-6 3.a)

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Were students engaged in my anticipatory set? Did pizza grab their attention?
8. Was this lesson too simple for my students who are typically ahead in math?
9. Did it work for students to eat and play the game at the same time?
10. How were students’ math journals? Did I model enough for them?

Indiana Wesleyan University

Elementary Education Lesson Plan Design and Assessment Rubric
Rationale
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Rationale Candidate demonstrates Candidate uses Candidate uses Candidate uses
little or no understanding understanding of how understanding of how understanding of how
of how planning is children grow and children grow and children grow and develop
related to how children develop across the develop across the across the developmental
CAEP K-6 1.a grow, develop, and learn. developmental domains developmental domains domains, and is able to
but is unable to state how while articulating the articulate the theoretical
the lesson is related to rationale for the lesson. foundations for the lesson.
that knowledge. The statement of rationale
describes developmentally
appropriate and
challenging learning
experiences and
environments.

Readiness
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Goals/ Lesson objectives are Lesson objectives are The lesson plan contains The lesson plan contains
Objectives/ poorly written and/or correlated with learning objectives that connect clearly stated content
Standards have little or no goals and standards. The goals and standards with objectives. Objectives are
connection to learning connection between lesson activities and logically connected to
goals or standards. Little objectives and lesson assessments. appropriate goals and
connection exists activities and standards and are
INTASC 4 between objectives and assessments is weak or consistent with lesson
lesson activities and unclear. activities and assessments.
CAEP K-6 3.c
assessments. Instructional planning is
based on individual

4

The anticipatory set is
missing or has little or no
connection to the goal or
Anticipatory Set content of the lesson.
InTASC 8
The statement of purpose
is ambiguous or worded
so generally that the
Purpose connection with the
content of the lesson is
not apparent.
Plan for Instruction
The Beginning
Candidate
Few or no instructional
opportunities are
Adaptation to included. Any
Individual instructional
Differences and opportunities are not
Diverse Learners developmentally
appropriate or adapted
CAEP K-6 1.b to individual students.
InTASC 2
Diversity
Plan for Instruction, cont.
The Beginning
Candidate
The candidate’s lesson is
not developmentally
appropriate.
Lesson
Presentation The candidate’s lesson
does not use
appropriate modeling
and guided practice.
InTASC 5
CAEP K-6 3.f The lesson presentation
includes little
opportunity for students
to engage in relevant
and active learning.
Differentiated The candidate’s plan is
Instruction not differentiated for
subsets of students or
CAEP K-6 3.d individual students.
The connection between
the anticipatory set and
lesson objectives and
content is weak or
unclear.
A statement of purpose is
included in the LP, but
has little power to
motivate students and
capture their
imaginations.
The Developing
Candidate
Instructional
opportunities are
provided in this lesson;
however, they are not
adapted to individual
students.
The Developing
Candidate
The candidate’s lesson is
somewhat
developmentally
appropriate.
The candidate’s lesson
includes the basic level of
modeling.
The lesson presentation
includes activities that
encourage student
participation, but lack
purpose or depth.
The candidate’s plan is
differentiated according to
a subset of learners and
includes modifying
content or instructional
processes.
5
The anticipatory set is
clear and direct and
focuses students’
attention on the lesson.
The statement of purpose
is clearly connected to
the content of the lesson
and is presented in terms
that are easily
understood by students.
The Competent
Candidate
Instructional
opportunities are
provided in this lesson.
The opportunities are
developmentally
appropriate and/or are
adapted to individual
students.
The Competent
Candidate
The candidate’s lesson
demonstrates an
understanding of
developmentally
appropriate practice.
The candidate’s lesson
includes both modeling
and guided practice.
The lesson presentation
includes relevant activities
that encourage student
participation and critical
thinking.
The candidate’s plan is
differentiated according to
learners and includes a
variety of instructional
approaches that address
individual interests and
preferences for learning.
student needs.
The anticipatory set
connects the current
lesson with previous and
future learning and
focuses students’ minds
and attention on the day’s
lesson.
The statement of purpose
has the power to capture
the imaginations of
students and motivate
them to accomplish the
expected learning.
The Accomplished
Candidate
Specific instructional
opportunities are provided
in this lesson that
demonstrate the
candidate’s understanding
of individual learner
characteristics and how
these differences might be
used to maximize a
student’s learning. Unique
instructional opportunities
are included for individual
students.
The Accomplished
Candidate
The candidate’s lesson
demonstrates strong
developmentally
appropriate practice
including a variety of ways
to teach content.
The candidate’s plan
includes multiple ways to
model and guide practice.
The lesson presentation
supports student
motivation through
relevant and collaborative
activities to engage
learners in critical
thinking and problem
solving.
The candidate’s plan is
differentiated according to
learners and includes a
variety of instructional
approaches that address
individual interests and
preferences for learning.
The candidate
differentiates content by
modifying difficulty,

Little or no provision is
Check for included to check for
Understanding student understanding
or to reteach concepts
InTASC 4 that elude students
during the initial
presentation.
Review Lesson closure is not
Learning included, or is not
Outcomes/ related to the goals
Closure and/or content of the
lesson.
InTASC 4
Independent No independent
Practice/ practice activities are
Extending the included in the lesson,
Learning or activities are
unrelated to the content
InTASC 5 of the lesson.
Plan for Assessment
The Beginning
Candidate
The lesson plan does not
Formal and include formative
Informal assessment activities, or
Assessment there is little or no
correlation between
CAEP K-6 3.a planned assessment
InTASC 6
activities and lesson goals
and objectives. Any
assessments included are
not developmentally
appropriate for the
students.
Instructional Technology
The candidate seeks appropriate ways to evaluate and employ technological tools, resources, and skills as they apply to
specific content and pedagogical knowledge, assessment practices, and student achievement. The selection of
appropriate technological tools reflects the candidate’s ability to make sound instructional decisions that enable all
students to achieve the expected outcomes. InTASC Standard 7
The Beginning
Candidate
Integration of The lesson plan reflects
Technology educational decision
making regarding
InTASC 7 available technology that
adversely impacts
Technology
Thread student learning and/or
fails to engage students
at the necessary level to
meet lesson objectives.
A guided practice section
is included in the lesson
plan, but the connection
with the lesson
presentation is weak
and/or unclear.
Lesson closure is weak
and/or poorly written.
Independent practice
activities are not well
conceived and/or written;
student accomplishment
of IP activities is not likely
to result in lesson mastery
The Developing
Candidate
Formative and summative
asessment activities are
included in the lesson, but
they are not well
correlated to and/or do
not cover the full range of
LP goals and objectives.
The assessment strategies
do not promote
development of each
individual student.
The Developing
Candidate
The lesson plan reflects
insufficient or misaligned
decision making regarding
available technology;
statements indicating the
use of instructional,
assistive, or other
technologies are written
in general terms or in
terms unlikely to impact
student learning.
6
The lesson plan includes a
plan and the means to
check for student
understanding of the
lesson. A provision is
included to reteach all or
part of the lesson to all or
part of the class.
Lesson closure relates
directly to the lesson
purpose and/or objective.
Assignments or activities
are included that provide
students with the
opportunity to practice
learned skills; All activities
match lesson objectives.
The Competent
Candidate
A plan for formal and
informal assessment
throughout the lesson is
included. The assessment
strategies are uniquely
designed for the
individual students.
The Competent
Candidate
The lesson plan reflects
educationally sound
decisions regarding
available technology
(including, but not limited
to, instructional and
assistive technologies) to
support learner needs and
the curriculum.
depth, or complexity of
materials.
Plans to check for student
understanding of the
content are an integral
part of the lesson, and
include frequent questions
and other actively
engaging forms of
formative assessment
during guided practice.
Lesson closure is clearly
correlated to the content
of the lesson and actively
engages students in
summarizing the essential
elements of the lesson.
Independent practice
activities are highly
correlated to lesson
objectives and content and
lead to student mastery.
The Accomplished
Candidate
Formal and informal
assessments strategies
are a seamless and
integrated part of the
lesson. The assessments
are highly correlated to
the learning objectives
and promote continuous
intellectual, social,
emotional, and physical
development of each
student.
The Accomplished
Candidate
The lesson plan reflects
educationally sound
decisions regarding
available technology
(including, but not limited
to, instructional and
assistive technologies)
that engage students,
enhance the learning
process, and/or extend
opportunities for learning.
Evaluation
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Reflection and Self-answer questions Self-answer questions are The lesson plan includes Additional self-answer
Post-Lesson are not included in the included, but do not fit all required self-answer questions are included that
Analysis lesson plan. the content or purposes questions. Questions are specifically address unique
of the lesson. included to plan, monitor, lesson content and
CAEP K-6 3.b and adapt instruction methodology. Questions are
based on the lesson included to plan, monitor,
InTASC Standard 9
assessments. and adapt instruction based
on the lesson assessments.

CAEP 2018 K-6 Standards

2013 InTASC Standards