Part A: Lesson Planning

To be completed before teaching the lesson

LESSON PLAN FORM

Your Name: Liz Tames
Date on which the plan will be taught: Monday, February 3, 2020
Grade Level: 3
Length of Lesson: 30 minutes
LEARNING GOALS
CENTRAL FOCUS OF LEARNING SEGMENT: We have been teaching fractions for the past 3
weeks. Equivalent fractions were taught on the final 2-3 days of this 3-week cycle. This lesson is a
continuation of learning about equivalent fractions and will also serve as a reteach. These reteach
equivalent fractions lessons will be held during math stations for the week.

PURPOSE(S):
To reteach equivalent fraction misunderstandings.
To practice finding equivalent fractions.

LEARNING OBJECTIVE(S): At the end of this lesson, students will be able to:
At the end of this lesson, students will be able to recognize that fractions cut into a different number
of parts (ex. ¾ and 6/8) are equivalent when the same amount is shaded.

Primary Subject Area(s): Math

Standard(s):
3.NS.6: Understand two fractions as equivalent (equal) if they are the same size, based on
the same whole or the same point on a number line.
3.NS.7: Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3).
Explain why the fractions are equivalent (e.g., by using a visual fraction model).

Integrated Subject Area(s): N/A

Standard(s): N/A

PLANNING CONSIDERATIONS
KNOWLEDGE ABOUT MY STUDENTS THAT WILL INFLUENCE THE DESIGN OF THIS PLAN:
We will be working in small groups. 14 of 16 students stated that they enjoy working with the
teacher and 13 of 16 stated that they liked working in centers (Student Survey). Many students in
the class are kinesthetic learners as determined through my analysis of the student survey results.
Due to this I am having the students use manipulatives to assist them in their equivalent fractions
learning.

PREREQUISITE OR SUPPORTING SKILLS NECESSARY FOR SUCCESS:

Math: what a fraction is, what the numerator means, what the denominator means, how to draw a
model of a fraction (circle, box, line).

PRIOR ACADEMIC LEARNING & PRE-ASSESSMENT INFORMATION:

Results from 3-week tests about equivalent fractions. Many students received a 25% (1 of 4
questions correct). During the past 3 equivalent fractions lessons students have shown
misunderstanding and difficulty with the concept of equivalent fractions especially going from a
fraction with more parts to a fraction with less parts (looking at the visual model).

SPECIFIC STUDENT NEEDS:

 Student Initials Type of need
[may be multiple] [ELL/IEP/Specific skill deficit/GT/High performing]
S.V. H.J. D.E. ELL students (mid-level to high-level)
N.A.
S.D. S.K. H.T. Low-level readers
A.R.
S.V D.E. H.J. High math (fractions) ability
Z.J.

One Significant Learning Modality [not linguistic] and how it will be utilized:
Kinesthetic: the students will be using manipulatives and models to help with their understanding of
equivalent fractions. Students will use manipulatives to compare how the fractions are the same
even though they have different parts and denominators.

One Significant Aspect of Character and how it will be fostered:

Discerning: Students will discern the two equivalent fractions. They will recognize that the same
amount is shaded and that the only difference is the number of parts. They will need to then
discern that these two fractions are equivalent.

One Significant Habit of Mind and how it will be fostered:

Critiquing and Analyzing: Students will need to critique and analyze the two fractions in order to
determine if they are equivalent. Students will also need to analyze how two fractions with different
numerators and denominators are the same/equivalent.

Co-Teaching Strategy/ies that will be used:

Station Teaching

ORDER OF TEACHING with PROCEDURES:

(Instructional steps, teaching and assessment strategies)
GUIDED PRACTICE

ATTENTIONAL PROMPT(S):
I will hold up an image of two pizzas that are cut into a different number of slices but are the same
size. Then, I will ask the students what they think we are going to be talking about.

Words used to tell the children the purpose of the lesson:

Today we are going to get some more practice with equivalent fractions.

Words used to tell the children the objective of the lesson:

At the end of this lesson, you will be able to see that two fractions can mean the same thing even
though they have different numerators and denominators.

RECALL PREVIOUS LEARNING-LESSON: “What did we do Friday?”

[We took a test and we did fraction practice on the board/study island]

ACADEMIC MOTIVATOR(S):
Learning Materials: We will be using manipulatives that the students have not gotten to use before
to help with students’ understanding of equivalent fractions.
Knowledge that is perceived to be useful: I will tell the students that we are giving them more
practice for the next upcoming test.

- Questions about basic fraction information ALLS

- Questions about equivalent fractions
- Use manipulatives to discover and see how fractions are equivalent ALLS
 o Adjust based on INFORMAL FORMATIVE ASSESSMENTS: I will be asking informal
formative questions throughout the lesson to determine what the students know,
what they need more practice with, and what they do not understand. I will use their
responses to adjust my teaching in the moment as well as for upcoming instruction to
address these assessments. The students’ answers to the practice questions will
also serve this purpose.

CLOSURE:
What did we work on today?
[We practiced equivalent fractions.]

DIFFERENTIATION OF INSTRUCTION:

Student Initials Type of need Differentiation

S.V. H.J. D.E. ELL students (mid- Make connections, visuals, repetition, variety of learning
N.A. level to high-level) modalities, read questions orally if there are difficult words.
S.D. S.K. H.T. Low-level readers Need oral reading of questions or appropriate leveled
A.R. reading vocabulary in questions, visuals.
S.V D.E. H.J. High math (fractions) Challenge, push deeper conceptual understanding,
Z.J. ability

FORMAL FORMATIVE/SUMMATIVE ASSESSMENT: Assessment of students’ unaided

performance

N/A

MATERIALS:
Prepared by TC: Entire plan, specific content, and some manipulatives.

Prepared by CT: Fraction bar manipulatives, equivalent fraction flash cards