ED 345 Calvin University Teacher Intern Lesson Plan Template

Teacher Intern: Abby Hendriksma Date: 3-25-21

Grade Level:4th Subject/ Topic: Multiplying Fractions by whole numbers
Approx. time spent planning this lesson: 1 hour *The template will expand as text is
added.*
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: How to multiply fractions and mixed numbers by whole numbers, Making connections
to the real world.
Brief Context: Students will take the skills they learned and apply it one step further to connect it to the real world.
Prerequisite Knowledge/Skills: How to multiply fractions and mixed numbers by whole numbers.
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. Multiply fractions by whole numbers. 1. Converting a recipe by doubling, quadrupling and
2. Multiply mixed numbers by whole numbers. tripling it.
3. Connect math concepts to the real world. 2. Converting a recipe by doubling, quadrupling and
tripling it.
3. Write a paragraph about how multiplying mixed
numbers and fractions by whole numbers can help
us in the real world.
Standards Addressed in Lesson: (Include full standard.)
4.OA.2- Multiply or divide to solve word problems involving multiplicative comparison, eg , by using drawing and
equations with a symbol to for the unknown number to represent the problem.
4.NF.2- Compare two fractions with different numerators and different denominators by creating common denominators
or numerators. Recognize that comparisons are only valid when compared to the same whole.
4.NF.3 – Understand addition and subtraction of fractions as joining and separating parts of the same whole.
Instructional Resources:
Google Classroom
Computers for each student
El Libro de Recetas Powerpoint
El Libro de Recetas Rubric

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.
- Students will be working individually for this assignment but they will have the freedom to talk and bounce ideas
off of each other.
- Students will have choice in this assignment – they will choose which recipes they would like to use.
- Students will have the rubric read to them, option to have a physical copy and it will also be posted on the board.
- I will show students an example that I made. Students will use this as a guide to create their own.

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 walk around and support students who are working. I will offer guidance and ask questions to probe their
thinking.
- Students can work individually for this project but they will be allowed to collaborate and discuss strategies and
ideas with other students.

ORGANIZATIONAL ROUTINES: (Identify ways that you have intentionally organized time, space, materials, &
students to minimize disruptions and maximize learning.)
 - Before giving out computers – I will discuss expectations and model the project.
- Students will think pair share about expectations before starting to work.
- Each student will use their individual computer in their own desk.
SPECIFYING & REINFORCING PRODUCTIVE BEHAVIOR: (Note how expectations are specified, productive
behavior is reinforced and disruptive behavior is redirected.)
- Expectations will be clearly stated before starting.
- Their jobs will be posted visually on the board so students know what they are expected to do at specified times.
- Superheroes will be given to students who go above and beyond.
- Students who continually do not follow directions will receive yellow notes home.
- Emphasis our class chain (when one person acts out we all suffer)
- Students will be working toward the weekly end goal in the game of “beat the teacher”.

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
1. Give students the sample problem to do on their index card before starting. 3 x ¼. Ask students to share their
strategy and discuss with a partner.
2. Ask – Hay ejemplos cuando podemos usar ese tipo de matemáticas en el mundo real? (allow volunteers to
respondo or draw sticks)
Development: [It may help to number your steps with corresponding times.]
1. Tell students that today they will be working on a virtual math project. Show them your example and walk
through each expectation of the assignment.
2. Pass out the rubric. Talk through the “M” section. Have students turn and talk and tell their expectations to a
partner.
3. Review expectations as a class-
a. Estamos hablando en voz baja y en español
b. Estamos en Google Classroom, el Google Slides de hoy y los sitios específicos.
c. Estamos trabajando en el Libro De Recetas todo el tiempo.
4. Allow students to work. While they are working, walk around and monitor work. Ask questions to elicit student
thinking and probe further development.
5. If a student finishes early – have them take the rubric and review their project. They will circle what they think
they deserve in pencil. They can also present it to a partner.
Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
1. Students who are willing and able can present one of their recipes to the rest of the class. They should tell you
why they chose it and what strategies they did to convert the measurements. Ask each volunteer that presents to
show an example problem of one of their conversions.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your efforts as a professional.
- Professional dress
- Calm and collected manner while in the classroom
- Using learned pedagogy
- Professional dress
- Calm and collected manner while in the classroom
- Using learned pedagogy

REFLECTION AFTER TEACHING THE LESSON: