EDIT 610 FINAL PROJECT 1

Part I: Original Lesson Plan

Target Audience:

• This lesson is designed for first graders in a general education math class.

Objective:

• Students will be able to identify and divide items into halves, thirds, and quarters.

Standard: 1.G.3 Partition two-dimensional shapes (i.e., square, rectangle, circle) into two or
four equal parts.
Materials:
• Whiteboard
• Orange or lemon
• Cupcake
• 2 chocolate bars
• Knife (for dividing items)
• Fraction Quiz worksheet (attached below)
• Fraction Coloring worksheet (attached below)
• Crayons
• White paper (one per student)
• Scissors

Introduction
• Explain to your class that today, they will be learning about fractions. Define a fraction
as a part of a whole.
• Draw a picture of a common fraction on the board, to better illustrate the concept to
your students.
Explicit Instruction
• Display the orange or lemon to your class and tell them that you want to give half of
the fruit to a person in the class.
• Use your knife to cut the citrus in half. Give one of the halves to a student volunteer.
• Write the fraction ½ on the whiteboard. Explain to students that the denominator, or
number on the bottom, tells how many equal parts the item is divided into. Tell your
class that the numerator, or number on the top, tells how many of those parts are being
referred to.
• Show the students your chocolate bar and tell them that you're going to divide that
chocolate bar into three equal pieces.
• Divide your chocolate bar into thirds.
• Give one third to a student volunteer.
• Tell your class that you just gave away one third of your chocolate bar.
• Write 1/3 on the chalkboard.
EDIT 610 FINAL PROJECT 2

• Explain once more to students that the denominator tells how many equal parts the
item is divided into, and the numerator tells how many parts are being referred to.
Guided Practice
• Show your students the second chocolate bar and tell them that you're going to divide
this into three equal parts as well.
• Divide the chocolate bar using your knife.
• Tell a student volunteer to take two of the three pieces and ask the class some questions
to gauge comprehension. For example: How much of the chocolate bar has been taken?
How do you know?
• Choose a student to come to the front of the class and write a fraction that represents
the pieces that were taken from the chocolate bar. The volunteer should write 2/3 on
the board.
• Choose students to call out the definitions for numerator and denominator again.
• Repeat this process, dividing the cupcake into four equal parts.
• After some practice, draw a circle on the board. Below the circle, write the fraction 3/4.
Ask a student volunteer to shade in the correct number of parts on the circle, so that the
visual matches the fraction 3/4. Guide the class in helping the volunteer, asking
questions such as: How many parts should the circle be divided into? How can you
tell? How many of those parts should be shaded in? Why?
• Ensure that your volunteer correctly divides the circle into four equal parts, and shades
in three of them.
• Explain to the class that the fraction 3/4 is the same as a circle divided into four equal
parts, with three of those parts shaded in.
Independent Work Time
• Pass out a copy of the Fraction Coloring worksheet to each student, along with
crayons.
• Instruct students to read the instructions for each question on the worksheet, and to
complete the worksheet independently.
Assessment
• Assess your students' understanding of basic fractions by having them complete the
Fractions Quiz before leaving the classroom.
Review and Closing
• To close the lesson, review the definitions of fraction, numerator, and denominator.
EDIT 610 FINAL PROJECT 3

Lesson Materials:

Part II: Revised Lesson Plan

Target Audience:

• This lesson is designed for first graders in a general education math class.

Objective:

• Students will be able to identify and divide items into halves, thirds, and quarters.

• Students will be able to successfully use technology to show what they have

learned over the lesson.

• Students will be able to interact with classmates through SeeSaw to practice

positive and encouraging communication through an online platform.

EDIT 610 FINAL PROJECT 4

Content Standard:
1.G.3 Partition two-dimensional shapes (i.e., square, rectangle, circle) into two or four equal
parts.

ISTE (International Society for Technology in Education) Standard:

Students engage in positive, safe, legal, and ethical behavior when using technology, including
social interactions online or when using networked devices.

Materials:
• Student Whiteboard and Erasers
• Student iPads with SeeSaw and Nearpod installed
• Teacher computer and SmartBoard
• “Fraction of a Whole” Nearpod (Whole Group Instruction and Practice)
• “Parts and Wholes” Nearpod (Guided Practice)
• “Fraction Coloring” (SeeSaw Assessment)
• “Fractions” (SeeSaw Assessment)

Introduction
1. Open the “Fraction of a Whole” Nearpod. Ask students to retrieve their iPads and open
the Nearpod app. Show students to code to join.
2. Explain to the class that today we will be learning about fractions. Define a fraction as
a part of a whole. Point out the parts and wholes on the opening slide.
Explicit Instruction
1. Introduce the topic of fractions by explaining to the students that a fraction is a part of
a whole. When a whole, meaning a shape, is cut, the different parts become fractions.
2. Start with the simplest fraction 1/2. Explain that one half is when a shape is cut only
once. While showing the “1/2” Nearpod slide, trace over the “cut” in the shapes to
show students where a whole becomes a half. Make sure to explain that the two parts
must be equal to be considered a fraction (or part). If they are not the same size, it is
not a fraction.
3. Have students choose a shape from the Nearpod slide and draw it on their whiteboard.
Have them “cut” their shape in half. Walk around the room to make sure students are
cutting their shape the right way.
4. Once all students have cut their shape, ask a few students to explain what a fraction it
and how you make it. “How do you create a half?”
5. Repeat instruction steps 2 – 4 using the 1/3 and 1/4 Nearpod slides.
6. End the explicit instruction by asking students what questions they have. Answer and
review as needed.
Guided Practice
1. Have students close the “Fractions of a Whole” Nearpod and open the “Parts and
Whole” Nearpod Activity.
2. Explain that this is a chance for them to practice while asking question or getting help.
3. Allow the amount of time you feel appropriate for you class.
EDIT 610 FINAL PROJECT 5

4. Have students join the “Parts and Whole” Nearpod activity and begin working. If they
have questions or become confused, have them discuss the questions with members at
their group first. If they are still unsure, they can then raise their hand. Circle around
the room to make sure students are on task and completing the work correctly. If you
see students how are not completing the activity correctly, take the time to assist them.
5. When students are finished, ask them to submit their activity. When all students are
finished, have each table discuss the shapes that they divided and see what questions
they need answered before you move on. Make sure students understand all questions
asked before moving on to the assessment.
Independent Work Time (Assessment)
1. Ask students to switch to their SeeSaw app.
2. Have them open the app to the to the class home page where they should see one
assignment titled “FRACTIONS”.
3. Tell students to complete both “Fraction Coloring” and “Fractions” (Located in the
same SeeSaw assignment).
• Have students open “Fraction Coloring” first. Tell the students must color in the
fraction of the shape. Walk them through the instructions while they can all see
the assignment at the same time.
• Have students scroll to the next page displaying “Fractions”. Explain that they
must circle the fraction that is being shown in each circle. Walk them through the
instructions while they can all see the assignment at the same time.
4. Remind students that once they have completed both pages to hit the green turn in
check and sit on the carpet for closing.
Review and Closing
1. To review, draw shapes on a blank SmartBoard slide. Either ask for student volunteers
or draw students names to have them cut the shapes into 1/2, 1/3, and 1/4 parts.
2. Be sure to explain the idea of fractions once again to students before you fully close the
lesson.
Follow-up
1. On the following day, after all students have submitted their work on SeeSaw, have
students practice sending positive and uplifting messages to their classmates about
their assignment.
2. List a few examples of praises that students can say to each other.
• “Great job!”
• “Nice work!”
• “This is amazing!”
• “Keep up the hard work!”
3. Ask each student to comment on at least three of their classmates works with positive
messages. If you feel you class can handle it, they could use positive emojis as well.
EDIT 610 FINAL PROJECT 6

Lesson Materials:

• “Fraction of a Whole” Nearpod (Whole Group Instruction and Practice)

o https://share.nearpod.com/DcUmNregiib

• “Parts and Wholes” Nearpod (Guided Practice)

o https://share.nearpod.com/d26fvmggiib

• “Fraction Coloring” (SeeSaw Assessment) and “Fractions” (SeeSaw Assessment)

EDIT 610 FINAL PROJECT 7

Before and After

Introduction

By incorporating multiple uses of technology, the needs of diverse learners and digital

citizenship, students can participate in a more involved learning experience. The original lesson

involved students watching and listening than participating in some way. Using the different

activities assures that students will be involved and able to test their own knowledge on different

levels.

Technology Decisions

When revising the lesson, I wanted to add in technology that would be beneficial for the

students through their learning experience and help the teacher when it was time to review the

different assessment activities. The two main features of technology are Seesaw and Nearpod.

Students will use their individual iPads with these apps already installed. The teacher will also

use their computer and SmartBoard for some quick examples to check the understanding of

students.

Using the students iPads and the apps already installed on them is valuable because the

students are already familiar with them. This cuts down on the amount of confusion and

questions that could be asks. Using apps that students fully understand also boost their

confidence when going into a new topic. If there are any students that I know have had trouble

with their iPads, or these apps, I would address their needs either in a small group or as

individuals if they specific to each child.

SeeSaw is an app that is used by many primary grade schools and teachers. SeeSaw is a

Learning Management System (LMS) that allows the teacher to create their class and have a

place to share assignments, activities, links, videos, and other classroom materials. For this
EDIT 610 FINAL PROJECT 8

lesson, I used SeeSaw to post the students final assessment for the lesson. By uploading the two

sheets into one assignment, students will not have to deal with the complication of making sure

they finish two separate things. SeeSaw lets students draw, write, or type on their assignments,

giving them and the teacher freedom to change the assignment to best fit students. When students

complete an assignment, they can submit it to their teacher and view other assignment that their

classmates have completed, if the teacher allows it. This makes for easy collecting and grading

of papers for the teacher. By allowing students to view and comment on other classmate’s

assignment, students will begin to feel a sense of classroom community.

Nearpod is an app that allows teachers to create a presentation with interactive

opportunities and present it to their class. This allows of active participation and engagement of

all students. I created the main Nearpod, “Fraction of a Whole”, that is used in the revied lesson.

I wanted to be able to show students the information while walking around the classroom. With

traditional SmartBoard, you are almost trapped at the front of the room and cannot move around

to see students. Nearpod allows you to present on every students iPad so they do not have to

worry about if they can see the board or not. You are also able to have student’s complete

activities throughout the lesson. I used the main Nearpod to present the new information and

work with students. The second Nearpod was created by Nearpod and features the activity that

students will complete either independently or as a group for some practice. After students have

finished, I am able see all the students answers and collect useful data.

Diverse Needs of Learners

The previous lesson did not leave much room to meet the needs of diverse learners. It

was a very straight forward lesson that focused more on the “fun” aspect of when a lesson could

be. Every classroom is made up of students with completely different learning needs and styles.
EDIT 610 FINAL PROJECT 9

To make sure all students are included and comfortable during the lesson, I provided different

types of learning experiences. The lesson begins whole group but with students sitting at their

desks, allowing for students to remain comfortable in their normal seating arrangement. Since all

activities are available on student iPads and the instructor will be walking around the room,

students that may have a learning disability involving hearing or seeing will be accommodated

for. When transitioning into guided practice, students can work with their group, one person

decide them, or individually depending on their comfort level and how they learn best. This also

helps them become more confident in the content before moving onto their individual

assessment.

Targeted Digital Citizenship

First graders are not new to using technology nowadays, but they are most likely not

aware of how to safely operate the technology we use in the classroom almost every day. By the

time this lesson is being taught, I would have already taught my students about digital

citizenship. This lesson allows them to practice communicating in a safe way with uplifting

comments to their classmates. I really want to emphasize to my students that if they ever

communicate online in any way, it should be done in a positive way. By practicing in the

classroom with a simple lesson like this, you can see how the students naturally interact and

correct any comments if needed.

Conclusion

With all these elements added into the lesson, students can learn content while being fully

engaged and participate with confidence. If included meaningfully, technology does a great job

or bringing students together while learning. By also adding in the needs of all students and

digital citizenship, students are involved in a well-rounded lesson that remains with them.
EDIT 610 FINAL PROJECT 10

Part III: Assessment Plan

Targeted Audience: This plan is designed for first grade students who are participating in the

fractions as a whole lesson.

Activity ISTE South Lesson Assessment Format of

Standard Carolina Objective(s) Type Assessment
Grade 1
Standards
“Parts and Students 1.G.3 Partition Students will be Formative Students will
Whole” engage in two- able to identify Assessment be practicing
Nearpod positive, dimensional and divide partitioning
safe, legal,
shapes (i.e., items into Practice 2-D shapes.
and ethical
behavior square, halves, thirds, This
when using rectangle, and quarters. assessment is
technology, circle) into Students will be for students
including two or four able to to test their
social equal parts. successfully use skills and see
interactions technology to if they need
online or
show what they classification
when using
networked have learned on anything
devices. over the lesson. before
moving on to
the other
assessments.
“Fraction Students 1.G.3 Partition Students will be Formative Students will
Coloring” engage in two- able to identify Assessment be coloring
SeeSaw positive, dimensional and divide in the
safe, legal, shapes (i.e.,
items into Checking for requested
and ethical square,
behavior rectangle, halves, thirds, Understanding fraction
when using circle) into and quarters. amount of
technology, two or four Students will be four separate
including equal parts. able to shapes.
social successfully use They will be
interactions technology to assessed on
online or
show what they their ability
when using
networked have learned to read and
devices. over the lesson. understand
Students will be the fraction,
able to interact then how
EDIT 610 FINAL PROJECT 11

with classmates they apply

through SeeSaw that
to practice information
positive and by coloring
encouraging the pieces of
communication the shapes.
through an
online platform.
“Fractions” Students 1.G.3 Partition Students will be Formative Students will
SeeSaw engage in two- able to identify Assessment be viewing a
positive, dimensional and divide shape with a
safe, legal, shapes (i.e.,
items into Checking for piece colored
and ethical square,
behavior rectangle, halves, thirds, Understanding in. They
when using circle) into and quarters. must identify
technology, two or four Students will be the correct
including equal parts. able to fraction.
social successfully use
interactions technology to This
online or
show what they assignment is
when using
networked have learned only to see if
devices. over the lesson. students take
Students will be what they
able to interact have learned
with classmates and take it
through SeeSaw one step
to practice further with
positive and fractions we
encouraging have not
communication covered yet.
through an
online platform.

“Parts and Whole” Nearpod

The “Parts and Whole” Nearpod is used to assess students understanding in the middle of

the lesson. This allows students to work with their classmates, or individually, before moving on

to the other assignments. This simple activity lets students practice what they have learned and

gives them the opportunity to turn to their classmates and teacher for clarification. It is also a
EDIT 610 FINAL PROJECT 12

good chance for the teacher to walk around and gather some observational data. By watching

students work, together or alone, the teacher can see what information is being retained by

students and what content will need to be taught again before the students continue with the other

assessments.

“Fraction Coloring” SeeSaw

This assessment is deigned to see if the students understand the concept of a whole being

“cut” and what the pieces look like. The goal is for students to color in the correct fraction of the

shape. There are three different fractions being tested. They are the same fractions from the

whole group Nearpod instruction. This assignment is not being graded with a rubric because it is

more of a way for the teacher to collect data and see if the students understood the lesson. If most

of the students get three out of the four shapes colored in correctly, the lesson would be

considered successful. If there are students who do not color in three out of the four shapes

correctly, they can be taught again within small groups for extra reinforcement.

“Fractions” SeeSaw

This activity is to see if students are ready to move onto more fractions. I would not

expect students to do particularly well with this assignment because we have not covered most of

these fractions before. This is to see if students can use the information that they have learned

and apply it to something that was similar to what was taught. This also allows the teacher to

collect data on which students and help to form accurate math small groups. This assignment,

and the one before, also let the students practice their commutation skills online. By reinforcing

these skills with digital citizenship practice and in the safety of the classroom, students are able

to learn the correct way of communicating positivity through comments with their classmates’

posts.
EDIT 610 FINAL PROJECT 13

Reference

Boullear, T. (2015, October 8). Fractions of a Whole. Education.com.

https://www.education.com/download/lesson-plan/i-want-a-fraction-of-that-pie/i-want-a-

fraction-of-that-pie.pdf.