Early Childhood Program Lesson Plan Format Junior Spring

Name of Teacher Candidate: Hope Warren Date: 2/22/22

Grade Level:
4th Grade
Lesson Title:
Equivalent Fractions
Curriculum Areas Addressed:
Math
Time Required: Instructional Groupings:
30-45 Minutes Whole Groups
Small Groups – Heterogeneous
Standards:
MGSE4.NF.5
Express a fraction with denominator 10 as an equivalent fraction with denominator 100 and use this technique to add two
fractions with respective denominators 10 and 100. 
As a result of this lesson students will…
Essential Question: What are the different ways to example fractions.
Learning Objectives: Students will be able to identify and describe the different ways that fractions can be seen or described.
Support for Academic Language
Vocabulary:
Fractions
Decimals
Decimal point
Unit fraction
Numerator
Denominator
Language Demands:
Reading – students will be reading the board/their chrome books as they are playing the fraction game on Gimkit
Listening – students will be listening to the questions that I ask and will be listening to their peers in their small groups and as a whole group
Speaking – students will be speaking with their peers during the fraction puzzle to determine how to put the pieces together.
Syntax: N/A
Assessment (Each learning objective must be assessed. How will students demonstrate their understanding or the lesson’s objectives? How
will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate students’
understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: To identify if the learning objective was met, I will be doing a ticket out the door slip for the students to answer a
question that I will be putting up on the board. I will look at the slips once the students leave for the day.
Evaluation Criteria:
The level of performance that will identify if students get 4 out of 4 of the different ways to write a fraction correct. (A+)
The level of performance that will identify misconception/lack of understanding will be if students get ¾ of the different ways to write the
fraction correct. (B)
The level of performance that will identify if they are struggling would be answering less than 3 of the different ways to write the fraction. (C )
The level of performance that will identify if they did not meet and the information needs to be retaught is if a student does not write any of
the different ways to write the fraction correct. (F)

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook:
For my attention getter, I will be putting a picture of fractions and students will tell me the various ways that we can write them.
Introduction:
For introducing my lesson, I will go off of the attention getter and asking students the different ways that fractions can be seen and why it is
important to know the various ways. I will also be discussing with them what the lesson that day will consist of.
Instructional Strategies:
- Students will be playing an interactive game on their computers that helps them review how to change fractions into decimals, and
the different ways to write fractions. (Social- they will be interacting with each other by playing against one another. Cognitive-
they will be having to use past knowledge to answer the questions)
- During the game, students that need assistance reading will be sitting with either the paraprofessional or the partner teacher.
- Once the game is finished, I will talk about the puzzle activity that they will be doing.
- Students will be starting with part A and B of the puzzle. Once getting them in the order that they believe is correct, they will raise
Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

their hand and the teacher will hand them part C, D, E and so on until they complete.
- I will allow time for questions.
- I will then be putting the students into groups of about 4 or 5. The groups will be planned prior based off of the student’s intellectual
levels. I will be putting the lower-level students with higher level students so the higher-level learners can help if it is needed. (Social
– they will be working in groups. Cognitive – they will be building on past knowledge. Emotional – students will have to work
together, and problem solve.)
- Groups will be around the classroom so that they will have the space to do the puzzle.
- Students will be asked to keep the volume level down and work together as a team to complete the puzzle. (Social – students
working together, Cognitive/ Emotional – problem solving )
- Teacher will say start
- Teacher will walk around the classroom to answer questions and help hand out pieces of the puzzle.
- Once all groups are over, they will head back to their seats.
- After every group has gone, we will be going over what they learned and how did the assignment go for them. (Social – we will be
interacting as a whole class)
- Students will then be asked a question for a ticket out the door.
Closure/Wrap up: Ask the students what we talked about today.
Instructional Supports
Resources and Materials Used to Engage Students in Learning:
https://www.gimkit.com/search/changing%20fractions%20into%20decimals
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: N/A
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of Development:
Vygotsky – Zone of Proximal Development, and Scaffolding
ZPD – students will be challenged by working with others to solve the decimal puzzle
Scaffolding – students will be building on their past knowledge by assembling the puzzle correctly
Connections to Technology and/or the Arts:
GimKit – The students will be using their technology to play a game with each other.
Description of Collaboration with Others: N/A

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College