Developmental Lesson Plan

Teacher Candidate: Amanda Johns Date: 1/25/2021

Group Size: 17 students Allotted Time: 60 minutes Grade Level: 3rd

Subject or Topic: Math - Exploring Equal Parts, Fractions of Differnt Wholes, and Area

Common Core/PA Standard(s):

CC.2.3.3.A.2
Use the understanding of fractions to partition shapes into parts with equal areas and
express the area of each part as a unit fraction of the whole.

CC.2.4.3.A.6
Solve problems involving perimeters of polygons and distinguish between linear and area
measures.

Learning Targets/Objectives:
Students will be able to identify pieces as halves and thirds of a given whole. Students will
also be able to distinguish and identify that half of one whole does not mean that it is half of
another whole.

Assessment Approaches: Evidence:

1. Observational - White boards 1. Students will hold up their white
boards. during mental math to show
if they can apply the concept of
perimeter and area.

2. Observational - Classwork 2. The teacher will view the students as

they are completing the classwork
and take note if any students are
struggling.

3. Formative Assessment - Exit Ticket 3. Students will answer four questions

about finding half and thirds of a
given shape.
Assessment Scale:
4 - Student was able to answer all four questions correctly
3 - Student was able to answer 3 out of the four questions correctly
2 - Student was able to answer 2 out of the four questions correctly
1 - Student was able to answer 1 out of the four questions correctly
0 - Student answered 0 of the four questions correctly
Subject Matter/Content: Math - Fractions
Prerequisites: Area and Perimeter
Key Vocabulary:
Whole - the entire shape
Fraction - part of the entire shape
Equal Parts - two or more parts of a shape that are the same size
Content/Facts: Exploring Equal Parts, Fractions of Different Wholes, and Area
Introduction/Activating/Launch Strategies:

Mental Math
The teacher will begin by having the students practice some mental math and reviewing Area
and Perimeter. The teacher will name a shape and the students will have to draw the shape
on their white board. After drawing the shape they will need to write the area and perimeter
for the shape.
2-by-2 foot rectangle - Area: 4 square feet; Perimeter: 8 feet
5-by-5 yard rectangle - Area: 25 square yards; Perimeter: 20 yards
10-by-10 centimeter rectangle - Area: 100 square centimeters; Perimeter: 40 centimeters

Development/Teaching Approaches:

Math Message
The teacher will instruct students to put away their white boards and to get out their fraction
manipulatives. Then she will have them get out their math journals and to turn to page 150.
There the teacher will read the math message. “Samantha uses the pink fraction piece for
the whole. She then covers it with these three pieces. ” The teacher will instruct the
students to examine their manipulatives and write down if they agree or disagree with
Samantha’s statement that each piece is one third of the shape. After the students write
down their thoughts, the teacher will allow a few students to share their answers and
reasoning.
Then the teacher will ask the students, “Out of the three pieces that Samantha used,
which one seems the closest to one third? Which of these shapes, if you used three of
them, would cover the entire shape?” Allow the students to respond and to complete the
first two questions in the work book.
“What is the difference between the three pieces that Samatha used and the three
that we used?” Students will answer. The three pieces that Samantha used were all different
sizes while our three where the same size.
Teacher will ask students to think about their answer to the math message. “ How would
you show Samantha three equal-sized pieces?” Allow student responses.

Reviewing Fractions as Equal Parts

“A fraction is something that is used to name a part of a whole object. When an object
is cut into two equal parts, those parts are called one-half. If the whole is divided into
3 equal parts, each of those parts is one-third. In our problem with Samantha, the pink
piece represented the whole. What does that mean? ” Allow students to respond. The
whole does not have to be a circle, instead it can be the pink piece. “ What piece would
show half of the pink piece?” Students answer yellow. “What would be half of the yellow
piece?” Allow students to respond with the dark blue piece. “Why is one half of the pink
piece different than one half of the yellow? If we are looking for the half, can’t we use
the same piece?” Allow students to respond. The size of the whole changes, therefore the
size of the half changes too.
Showing Equal Parts
Students will turn to page 151 and complete the next page with the teacher.
● The first question asks them to pick the picture that shows the correct representation
of 4-fourths.The will circle the correct answer and then explain why below.
● The next question asks them to compare two pieces and explain why they do not
show two halves of the shape in question .
● The next question has them using different pieces to show sixths using different sized
pieces and then asks them to explain why it is not correct.

Exploring Wholes
Students will look at page 152 and complete the one problem on the page with the teacher.
● They are shown an example question, then will answer the question on their own and
then we will compare as a group.
Students will turn to page 153 in their math journal.
● The first question has the students pick out the orange piece as the whole. They have
to find which piece would be the half of that piece. Then there is a place for them to
defend their answer and explain why they answered what they did.
● The next question asks them to use the red piece as the whole. They have to find
which piece would be a third of the whole, write it down, and then explain why they
think their answer is correct.
● The next question the students will do by themselves and then they will answer and
discuss it as a class.
● The students will then work through the rest of the questions by themselves, then we
will review them as a class.
The teacher will then pass out the exit ticket. This ticket contains 4 questions for the
students to complete on their own based on what we learned in the lesson today.

Closure/Summarizing Strategies:
“Today we learned about a whole and a part of a shape. Just because we use the word
half to describe a piece does not mean that it will be half of another shape. The size of
a fraction piece depends on the size of a whole. Half of the pink piece is much different
than half of the blue piece. Tomorrow we will learn about representing fractions using
numbers.”

Accommodations/Differentiation:
Students with IEPs will have their aides in the classroom with them and will have instructions
read to them if needed.
Students will have their own manipulatives to be CDC compliant
Students can be given enrichment work to further their learning
Materials/Resources:
White Board and Marker, Pencil, Math Journal, Fraction Circles
Everyday Mathematics Program

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels
I did not get to give out the exit ticket to the students because we ran out of time. They
took much longer to get out the fraction circles and to get used to them than I anticipated. I
have decided to give the formative assessment tomorrow as I will still apply to the lesson and
then I can measure their understanding of both days. Tomorrow’s lesson is about converting
fractions from words into number symbols.

Remediation Plan (if applicable)

I can already tell some students' adversity to using the fraction circles because they did not
use them hardly at all during the lesson. I am not sure why this happened. I made working
with the fractions almost like a game, “find the yellow piece, what piece looks like it is half of
the yellow piece?” Some of the students were not as engaged with the fraction circles as I
thought they were.

The other issue was the online students. I asked them in the beginning of the lesson if they
had the manipulatives and they said no. I told them that it was ok for today and that they
would have to use the online tool. I showed them where to find it. I told them that we would
try to get bags of manipulatives sent home for them. I conducted the lesson like normal, until
the end when one of the boys came through crying, saying that he was trying to get my
attention the whole time. None of us heard him and my volume was not off, so I am not sure
what happened there. He told me he was so behind and was focusing on trying to answer
questions that we did a while ago. Mrs. Oswald calmed him down and asked me to catch
them up. I worked with them a little and showed them how to use the online tool again. They
were still hung up on the questions they haven't answered and could not tell me which
question it was. I eventually told them that they don’t have to worry about answering the
questions and that it was time for lunch. I asked them again if they had the manipulatives
because if not I was going to try to find some to send home. Turns out they all had bags of
mauliptives there, they just didn’t get them out. I can’t get the manipulatives out of the bag
for you guys! I had been referencing the manipulatives all day and none of them thought to
get them out. Mrs. Oswald talked to me later and she said that perhaps the online students
should not get into the math website until it is time for math boxes and homework. That way
I can make my slides however I want to and they don’t feel like they have to type anything
anywhere. They can have paper to work on, but they don’t have to type anything in. I think it
will be easier that way. I want to make my own slides and do my own thing, but if the online
students are trying to do something else, it will be too confusing.

Personal Reflection Questions

I struggled with going back and forth between the doc cam, the slides, and the online students
tab on my computer. I was worried it was getting too confusing for them. I am not sure how
else I can display multiple things without having to tab back and forth.

Additional reflection/thoughts

In my second class, I now have one online student. He is a fourth grader who needs help in
math and spends time in the emotional support room. Mrs. Oswald had him last year and she
said she built a good connection with him and he trusted her and opened up to her. The
principle asked if this student could join our math class online, she said yes. I am totally fine
with it because he was very on task, (he had a teacher with him today to help him.) He had all
the fraction circles out and answered a question or two. The only thing that is strange is that I
am teaching now, not Mrs. Oswald. So why did he get placed with her when she is not
teaching? Not an issue, just something silly.