Name: Paola Omelas & Laura Madrigal 3rd Grade UCLA TEP ELEMENTARY LESSON PLANNING TEMPLATE-Short Form Key Content Standard(s) and CA ELD Standards: List the complete text of only the relevant parts of each standard. (TPE 3) Common Core © Math CC3s Standards 3NFA.A.1 Develop understanding of fractions as numbers 1. Understand fraction 1/b as the quantity formed by 1 part whena whole is partitioned into b equal parts, understand fractiona/b.as the quantity formed by a parts of size 1/b © Listening © Speaking ELD ‘© 3rd Grade CA ELD Standards Part 1: Interacting in Meaningful Ways. A. Collaborative. Expanding. 1. Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions.affirming others, and adding relevant information. Lesson Objective: What do you want students to know and be able to do? (TPES) Math: SWBAT identify what a unit fraction is through peer collaboration and creation of models to represent unit fractions ‘Assessment: Formal and Informal Assessment. (TPE 5) ‘© What evidence will the students produce to show they have met the learning objective? © Formal + students will have created their own unit fraction models during independent work time; T will ask to see itasan exit ticket, stamping everyone'sfor credit and ensuring’ did check everyone's work © Informal Assessment + students will have their index cards with unit fraction coloredin & T will eye the work as T is walking around © What modifications of the above assessment would you use for language learners and/or students with special needs? © Language Learners + ensuring definitions for important and key vocabulary are up all throughout the lesson + ifneeded, during independent work time taking small group of students and focusing on the math in spanish rather than English + encouraging collaboration and following along with guided practice © Students with Special Needs + students are encouraged to work with their group + students can take breaks from their seat and move around to the rug, maybe an empty desk if they want to bealone + written, oral, and visual representations ofthe task at hand are provided & additional T support can be givenif asked Prerequisite Skills, Knowledge and Experiential Backgrounds. (TPE 1,2, 3,4,5) ‘© Prerequisite skills from prior school experiences - fractions - fine motor skills - tumandtalk - group work - independent working time - partnertalk ‘© Strategy to connect school learning with prior experiential knowledge and/or cultural background ~~ pretending the index card isa burrito and/or sandwich so students can feel that it has more relevance to their lives vsa blank piece of paper © Pre-assessment strategy: = starting the conversation by asking students whether they are able to recall what-a fraction is (based off a previous learning segment where fractions were discussed and leamed about) ‘Academic Language. (TPE3) ‘© What content specific vocabulary, text structures, stylistic, or grammatical features will be explicitly taught? © Vocabulary + fraction (review) + numerator (review)> denominator (review) + unit fraction + unit fraction model 0 Sentence Frames + "Thisis_____of the whole shape” (one half, one third one fourth ete...) + “Inoticed that.” Equity. (TPE, 2,3,4) How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language levels) Describe your differentiated instructional strategy. 0 Enrichment + giving students the option of identifying their index cardsas their preferred food (as longasit’s not round) + students that might struggle understanding just written or vo calized definitions can put into practice what a unit fraction is by creating the model (for more visual/ kinesthetic learners) + student conversation and collaboration can aid students that might not feel comfortable reaching out to the teacher for help © Support + students can collaborate with partners and groups with questions + teacher will model different examples and guide students through their first unit fraction, Materials and Preparation. Index cards (10 per student) crayons or colored pencils, glue math notebooks Instructional Learning Strategies to Support Student Learning. (TPE 1,2,3, 4,5) What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, and 5) build metacognitive understanding, Time ‘snin ‘Teacher Connection (Introduction) “Good morning mathematicians! Today we will continue talking about fractions... Do we all remember what fractions are? Should we take a minute to think quietly and reach deep into our brain to find the answer? Let's go aheadand think to ourselves, what isa fraction? “after 1-3 minutes* “Okay! Now that we've had some time to refresh our memory, let's tumand talk witha partner to see if they also hada similar idea to yours! Let's take another minute to share with each other, what do we remember a fraction is? "1-3 minutes* Let's finish up our last words, and want to see you witha thumb up or downif we were abie to remember what a fraction is. Doesanyone want to share how they remember fractions?” ‘Like we discussed, yes! A fraction isan equal part of one whole. And how do we refer to the parts of a fraction? Do I just say the top is Sand the bottom is 7, orare there specific words we leamed to talk about fractions? let's take a moment to think and raise our ‘Students Independent think time: students can begin formulating ideas and gathering thoughts on the discussion on fractions from the previous lesson ‘Turing and Talking to their partners discussing what a fraction is “thumb up/ down? letting Teacher know whether they were able to recall the talk about fractions student will share what they remember eg. fractionisa part, fractionisapiece,a fractionis% ete think time Resources; Materialsbands once we remember” "1 mainute™ "call on student raising hand” “We call the top the numerator and the bottom the denominator! Let’s write this all down on the board so we can remember this important information for our activity today!" *write fraction is equal part of one whole, numerator/denominator® “Thank youall so much for collaborating with one another and for sharing your thoughts with the class! I think now is the perfect time to introduce what we are working on today! "So friends, today we are learning about unit fractions *writes unit fraction on board" ” “Thisis any basic fraction with 1 in the numerator, which is where? the top or the bottom of the fraction?” "yest" ‘writes definition on board: unit fraction isa sic fraction with a numerator of 1* t's turnand talk to our table groupsand come up with one number that can fit under this category, any fraction with the numerator 1 “Table 1, share with me what you came up with!” *do this with every table & if there's confusion, clarify || answers can range from Yeto % to's "We're doing amazing with understanding unit fractions, so I want us to practice ita, little bit more by creating something we can see that shows us what a unit fraction looks like! ‘Teaching Point (Teacher modeling) “CanI please have one person from each group pick upa stack of index cards for your tables please! I will have 10 cards for each one of you, so be careful walking back with ‘your tall stacks of cards!” swe talked about earlier itis so important for usto be able to see what a unit fraction looks like! Next time you encounter a number witha numerator of 1. yourrefer back to these cards we will be working on to refresh your Now here is my first card, *holds up card? and something that I am imagining since we are so close to hunch, is how I can pretend that this is the burito I ate yesterday! if you prefer to think of sandwiches that is an option too! Right now, my burrito doesn't have any pieces itis just one whole burrito ready to be eaten! Iwill keep it to the side because I want to make sure I get to have one whole burrito all, to myself! But, here is another card. and this time, my friend asked if they can have half of student shares numerator and/or denominator- ‘an potentially share a term not related so T can re-engage and canask another student and/or bring it back to the lesson and clarify num/den whole-class participation “top” tum and talk sharing fraction values that they think ‘canbe considered unit fractions students will decide who will pick up cards, and will walk up to the teacher desk and collect materials White Board, Markers (Maybe Projector & Pen/Paper depending on classroom build) index cardsTe how can foldthis cardto make sure miy friend and1 both get the same amount of burrito? dont want to give her TOO much, then I'm left with no lunch! Great thinking friends! I can fold my card right in the middle, and this will ensure get one half of the burrito and that my friendalso gets one half! So I'm folding my secondindex card in half and writing % on each side that we created. Now grab one index card and help me figure out this new problem. have another friend at school and they ALSO found out I have a burrito. They asked if could please share a piece with them too since they forgot their lunch. Let's take a look at our whole burrito card, how can we make 3 pieces for all of us that are al the same size on our new card? ‘Take some time to share with your partner what you're thinking can be a possibilty, look at my previous example, and come up with some ideas together! “Like you've shared, just like we cut our previous burrito in half, we can cut this one in 3, but am! going to give myself areally big piece and give them 2 small pieces? No, right? Tave to be fair after all | care about my friends and want to make sure we all get a good amount of food for lunch! Ym folding my card twice, and I'm writing down % on each piece of my burrito, Hum, this is interesting friends, 'm seeing that on my previous card, I had 2as the denominator, and on this card, have 3in the denominator: also notice that in my previous card! was sharing the burrito between only 2 people and in this card am sharing it between 3. It seems to me, let me know if you're also agreeing witha thumbs up, that my denominator is showing how many pieces of the burrito I have. My whole burrito doesn’t have any, my % burrito has 2, and my % burrito has 3! Remember how we learned that unit fractions have a 1 in the numerator? It looks to me like our burrito has many unit fractions init! Let's color in only 1 part of our % burrito and only 1 part of our’ burrito. These colored portionsare our unit fractions! Look at that ‘mathematicians! Now I want you to think of 3 friends you might share your burrito with and create another card that shows how you would cut it between the 4 of you. Active Engagement (Guided Practice) Iwill seta timer for 10 minutes so that you can make 3 more unit fraction models, which are the burritos that we have been cutting up! You may work with your partner and ‘Shidents can taise hand to share thelr ideas students take 1 index card & can fold it how they think 3 equal parts can be created = thisis in collaboration with their partner students can raise hand and show class how they decided it was best to cut the burrito/card fit isnt ‘equal parts, we can go back to the discussion of havinga fair lunch where all of our friends deserve to eata good meal) students color in only one of the pieces oftheir card box of crayonsSoxin ‘your table to figure out how to ereate 1/5, 1/6,and 1/7 unit fractions on your burritos. ‘Think about how we coloredin only one,and how you can gettto that with the numbers have written on the board for you, 1/5,1/6, and1/7! *walk aroundas students are working checking inat each table seeing that they're understanding what they’re doing and the lessonat large* *10 minute check in? “Hi friends, can you show me with finger minutes how much ‘more time we need to finish our folding?” gauge the time see if more orless* “Now that we've all finished | wanted to check if what I noticed earlier about the denominator applies evenas the number gets bigger... andit does! still see how the more people I am sharing my burrito withis the same number that goes into my denominator when I am labeling the parts of my burrito! Iwant youto take some time to look at your models and find something youare noticing as we work on them, if you're struggling you can reach out to your partner and maybe ‘your group *2minthink time* ‘Can have a couple volunteers share their findings?" *if not discussed, bring up how even though the number LOOKS like it's getting bigger, our model actually is showing our pieces getting smaller, and our friends getting less and less of the buito* Independent Work Time “Now that you've seen me do it and practiced folding one with me and your peers while I walked aroundand helped. try your best to create unit fraction models of numbers we havervtalready used! You can think of 1/8, 1/10, maybe you can even go all the way to 1/12? Let's have fun folding and labeling our pieces! 1 do ask you to please glue your models into ‘your math notebook, this way you can always have it with youand find it so easily when ‘youmight need the extra help remembering unit fractions! ‘Assessment ‘Twill check in with groups and look over student work as they work independently. If any students seem to be struggling, checking in with them to find out what itis they might be misunderstanding or not understanding at all. At the endof the lesson, students will students can choose to work independently, in pairs, orasa group as they fold their burritos to create the numbers asked “finger minutes? students share students continue to create models for unit fractions students will glue models once finished elue and notebookair ‘bring up thelr models to TandT will review how students have colored in the many different unit fraction values used, and whether or not the pieces were folded. equally (as equally as possible) This will be the exit ticket. Review and closing ‘This was so much fun to do together friends, can I please have 2 or more people share about something we reviewed and something we leamed today? “As we have written on the board, yes these are all very important topics we helped each other on.I want youto tell your partner one thing you learned today, and once you share, 1 want you to keep your notebook open to the pages where you glued your work and want youto line up by my desk so that I ean check your amazing models!” * students will raise hand* students can talk about: fractions, num/den, and. unit fractions specifically, maybe 1 being in the numerator