ED 345 Calvin University Teacher Intern Lesson Plan Template

Teacher Intern: Abby Hendriksma Date: 3-23-2021

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Grade Level:4 Subject/ Topic: A fraction as a multiple of a like fraction.
Approx. time spent planning this lesson: 1 hour *The template will expand as text is
added.*
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: Students will learn to represent fractions as multiples of a like fractions.
Brief Context: Students will take their knowledge and understanding of fractions one step further in this lesson and
work on representing them as multiples of a unit fraction.
Prerequisite Knowledge/Skills: What a fraction is, denominator/numerator, how to multiply
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will: I will assess learning by:
1. Solve story problems using multiplication of 1. Math message- Students will participate in the
fractions. math lesson on their note guide and participate
2. Understand and create multiples of a fraction. in a discussion with the class.
3. Multiply fractions by whole numbers. 2. Students will do guided problems with the
teacher. They will also fill out an index card and
turn it into the teacher.
3. Pages 234 and 235 of student journal and exit
ticket.
Standards Addressed in Lesson:
4.NF.4: Build fractions from unit fractions by applying and extending previous understandings of operations on whole
numbers.
Instructional Resources:
Everyday mathematics teacher guide
Everyday mathematics student diary
Exit ticket
Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.
- In this lesson, I will provide circular fraction pieces for those students who work better with visuals and physical
manipulatives.
- Students will be participating in a math discussion where they will discuss concepts with peers.
- Students will be working individually and in groups.
- I have created a lot of visuals to help my learners.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

BUILDING RESPECTFUL RELATIONSHIPS: (Note any specific ways in which you plan to establish rapport, build mutual
trust, monitor & maintain relationships. Consider student-teacher & student-student relationships.)
- I will use student names in the math problems to make it relevant to students.
- Students will work individually and in pairs to allow them to build student-student relationships.
- I will treat my students respectfully and in a clam, collected manner.

ORGANIZATIONAL ROUTINES: (Identify ways that you have intentionally organized time, space, materials, & students
to minimize disruptions and maximize learning.)
- We will keep our organizational routine that we have established throughout the semester (I do, we do, you do).
 - Before beginning – All students will show me their pencil and student diary before starting to minimize
distraction time
- I will have student volunteers pass out fraction circles while I give instructions

SPECIFYING & REINFORCING PRODUCTIVE BEHAVIOR: (Note how expectations are specified, productive behavior is
reinforced and disruptive behavior is redirected.)
- Expectations are spoken and written for the kids to see during the lesson.
- Kids will also repeat expectations back to me before starting.
- Productive behavior is positively complimented. Students who exceed expectations will be given superheroes!
- Disruptive behavior is noted through verbal warnings, subtle redirections and if needed yellow slips home.

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
1. Pass out the note guide and have students attempt the math message on the slides. Once all students are done
then move to the discussion.
2. Pull a stick and ask that student to share their answer only. Ask if anyone else has anything different.
3. Pull a stick and ask a different student to share how they came up with their answer. Student can come up and
show their work on the whiteboard if they choose to show their work this way.
4. Then call on a new student – have that student restate what the previous student said in their own words.
Development: [It may help to number your steps with corresponding times.]
1. Move to the next slide – have students fill out the steps on their note guide and then have a discussion in class.
Ask students to share their answers. Then write out the list of fractions on the board leaving blank spaces for the
multiples that you haven’t yet added. Ask if students can see a pattern between the fractions.
2. Have students give their ideas about how to fill out the blank spaces. Allow students to bounce ideas off of each
other.
3. Move to the next slide and explain that these are multiples. Ask how students think they can find multiples,
show students how to find multiples using both multiplication and addition strategies that they know.
4. Move to the next slide and give the practice problem! Have students fill this out on their note guide. Take it a
step further and ask what the fifth multiple would be, or the second.
5. Pass out index cards. Have students fill out the answer to the problem on the index card. Then collect the index
cards. You will use these to inform your mini-conferences during work time!
6. Then put the expectations on the board. Tell students their jobs. Then have them repeat it back to you. Allow
students to work in their math partners. While they are working walk around and offer guidance. When they are
done check their pages and ask each student to explain one problem to you.
Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
1. After checking students work book pages – give them an exit slip and have them fill it out and give it
back to you! This is their ticket to go to Blooket to do further practice.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your efforts as a professional.

REFLECTION AFTER TEACHING THE LESSON: