Sample 3-Part Lesson Plan

Topic/Big Idea: Number Sense and Numeration
Grade: 5 Subject: Mathematics Time: 45 minutes

Curriculum Expectations and Learning Goals

Curriculum Expectations  Learning Goals 
  I can:
Mathematics: 
  -Identify equivalent fractions
Overall: B1. Number Sense: “demonstrate an understanding of numbers using manipulatives,
and make connections to the way numbers are used in everyday life” multiplication, and division

Specific: B1.3 “represent equivalent fractions from halves to twelfths, -Identify real-world
including improper fractions and mixed numbers, using appropriate tools, applications for equivalent
in various contexts” fractions

Part 1: Minds On​     Estimated time: 10

The teacher will begin by asking students to identify what a fraction is. Once
the term has been identified, the teacher will illustrate two equivalent circle
manipulatives (referring to them as “pies”) on the chalkboard, one
resprensenting ½, the other 2/4. The teacher will then ask students if they
notice anything about the two circles. Once it is identified that they both
represent the same information, the teacher introduces the formal names for
such kinds of fractions: equivalent fractions. They are then asked to share
some real-world applications of equivalent fractions.

Part 2: Action ​Estimated time: 15

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Without erasing the manipulatives on the chalkboard, the teacher then Assessment Strategies:
demonstrates how to find equivalent fractions using multiplication and - Conversations
division. One half, 2/4, 4/8are presented as examples, and another visual
manipulative is presented to represent 4/8 once it has been determined to be - Questions & Prompts to check
an equivalent fraction to 2/4 and ½ using these strategies. for understanding

*An example of what the virtual chalkboard might resemble is attached to

this document.

Part 3: Consolidation Estimated Time: 20 min.

The class will play a game of Equivalent Fraction Bingo as a consolidation Reflection strategies:
activity to end the lesson. The teacher will display a 5x5 bingo set that the Checks for understanding
class will work to solve as a group. The teacher will present various slides
via cards or a slideshow. The class will then work together to determine Connect back to learning goals
which fractions on their sheet are equivalent to the fractions presented.
When everyone says “Bingo” at the end of the game, they are congratulated
for their good work.

Considerations

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Multiple Intelligences: Accommodations:  Assessment as Learning:  

- verbal linguistic Who:   - self-assessment 
How  - peer assessment 
- logical/mathematical - kind of assignment 
- musical/rhythmic  - breadth 
bodily/kinesthetic - depth  Assessment of Learning:
- pace - Teacher observations and
- visual/spatial recording of anecdotal notes
- interpersonal - grouping - Conversations and
- intrapersonal - time conferences with students
- naturalist - place  - Collection and analysis of
- other products: assignments,
- existential
quiz/test, learning journal, art
work, etc.
Equity/Diversity
Inclusion
Documentation tools: checklists,
Culturally Responsive Pedagogy
rubrics, anecdotal notes, video,
photography

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