This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.

Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Ethan Voight Grade-Level: 4th Grade Lesson Date: 1/31/23

Title of Lesson: Comparing Fractions Cooperating Teacher: Mrs. Carter

Core Components
Subject, Content Area, or Topic
Math: Rational Numbers & Fractions
Student Population
Total Student Population: 15
ELL: 2
Sp. Ed.: 8
Male Population: 64%
Female Population: 36%
Title I: Yes or No
Learning Objectives
• Students will compare two fractions with the same numerator and different denominator.
Virginia Standard(s) of Learning (SOL)
MTH SOL 4.2 4.2 The student will
a. compare and order fractions and mixed numbers, with and without models;

Virginia Beach Standard:

MA.4.1.5 The student will compare and order fractions and mixed numbers, with and without
models

Materials/Resources
• Math PowerPoint Slides
• Domino Division Recording Sheet
• Dominos
• Pencils
• Sticky Notes
• Comparing Fractions Anchor Chart
• Length Models
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
X Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
Audio Visual 20%
Reading 10%
X Lecture 05%
Safety Considerations
• Students should be aware of their surroundings at all times but especially as they
transition to between small groups

Time
(min.) Process Components
10 *Anticipatory Set
min.
TTW point student’s attention to the Math PPT slides, which will have the following
question: Which of these models represent ¼ of the whole?

After a moment or two for students to think, TTW have students Turn and Talk with
their shoulder partners to look at the first two models. Which models would they say are
equivalent? TTW ask students to share their reasoning.

Before transition, TTW walk students through how figures A and C represent ¼ and
explain today’s stations.

1 min. *State the Objectives (grade-level terms)

• I can compare two fractions with the same numerator and different denominator.
*Instructional Input & Modeling

TTW use Guided Groups to instruct students. See Guided Practice for details.

*Check for Understanding

TTW will determine student understanding
during discussions around the small group table.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

20 *Guided Practice
min. I run three guided groups that each meet for 20 minutes.
While these groups are running, students are working at independent stations.

Group 1 (Charlotte, Henry, Kyrah, Michael G.)

• TTW review benchmarks of 0, ½, and 1 on the number line. Discuss their
equivalencies.
• TSW work with their shoulder partner to compare the following fractions: ¾ and
¼, 1/8 and 4/8, 6/6 and 1/6. After about 5 minutes, TTW have students share
their thoughts and strategies regarding comparing fractions.
• If students are ready, TTW give them the following fractions: 3/5 and 3/8, 6/10
and 6/8, and 3/5 and 3/6. TSW work with their shoulder partner to compare the
fractions without models. They will test their theories with models once they
have reasoned through the comparisons.
• TTW check students’ work and discuss what generalizations or rule they could
find. Through discussion, TTW bring out this principle: If the numerator is the
same, you have the same number of parts, so you only need to determine which
parts are smaller or larger.
• Give students an opportunity to practice independently and model with the
length models.
• Differentiation: Exploring comparing fractions with like denominators and like
numerators.

Group 2 (Austin, Ava, Ben, Gavin, Michael K.)

• TTW review benchmarks of 0, ½, and 1 on the number line and discuss their
equivalencies.
• TSW work with their shoulder partner to compare the following fractions
(models will be provided using length models): ¾ and ¼, 1/8 and 4/8, 6/6
and 1/6. After about 5 minutes, have students share their thoughts and
strategies regarding comparing fractions.
• If students are ready, TTW give them the following fractions: 3/5 and 3/8, 6/10
and 6/8, and 3/5 and 3/6. TSW work in their pairs to compare the fractions with
models.
• Through discussing what they notice about the fractions, TTW bring out this
principle: If the numerator is the same, you have the same number of parts, so
you only need to determine which parts are smaller or larger.
• Give students an opportunity to practice independently and model with the
length models.
• Differentiation: Allow for exploration of comparing fractions with like
denominators and unlike numerators. Use models throughout to help students
visualize the concept.

Group 3 (Alex, Isaiah, Lilly, Logan, Meja, Reid)

• TTW review benchmarks of 0, ½, and 1 on the number line. Discuss
equivalencies to ½ and ¾ (use length models to demonstrate if necessary).
• TSW work with their shoulder partner to compare the following fractions
(models will be provided using length models): ¾ and ¼, 1/8 and 4/8, 6/6
and 1/6. After about 5 minutes, have students share their thoughts and
strategies regarding comparing fractions.
• If students are ready, TTW give them the following fractions: 3/5 and 3/8, 6/10
and 6/8. TTW write the fractions and create models using length models to
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

demonstrate to the students the comparison between each fraction pair. TTW
ask students what they notice.
• Through discussing what they notice about the fractions, TTW bring out the
principle: If the numerator is the same, you have the same number of parts, so
you only need to determine which parts are smaller or larger.
• TTW give students an opportunity to practice in pairs and model with the length
models.
• Differentiation: Less exploration and more teacher instruction. Review
equivalencies of ½ and ¾. Have students work in pairs throughout and use
models to help students visualize.
40 *Independent Practice
min. Students will get a cumulative 40 minutes at independent practice stations.

Station 1: Guided Group with Mr. Voight (see Guided Practice for details)

Station 2 (20 min): Domino Division

TSW play in teams to fill in their Domino Division sheets. To play the game, TSW take
dominos, determine the fraction formed by the dominos, and use their fractions to fill in
their recording sheets. The student who fills in their recording sheet first with the most
accuracy wins!

Station 3 (20 min): Practice Problems & Redbird

TSW complete the practice problems listed on the board. They will be a mix of long
division, 4 by 3 multiplication, and GCF and LCM. Once students finish their practice
problems, they may go to Redbird on their Chromebooks.
Assessment

Assessment will occur near the end of the week.

3 min. *Closure
TSW will summarize a principle that they learned about comparing fractions with like
numerators on a sticky note today. TSW place their sticky notes on the fractions anchor
chart.
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

Learning Styles:
• Visual Learners will benefit from the fraction models.
• Kinesthetic Learners will benefit from playing the domino division game and
manipulating models during Guided Group.
• Auditory Learners will benefit from discussing with their shoulder partner and the
teacher the different fraction comparisons.

Differentiated Instruction:
• Group 1 Students will explore and theorize throughout guided group.
• Group 2 Students will use models throughout to help them visualize the principal better.
• Group 3 Students will review equivalencies of ½ and ¾ and receive teacher instruction
throughout Guided Group. TSW explore at the end by working in pairs to compare
fractions.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Classroom Management Strategies (To ensure a positive learning environment).

• Use of Voight’s Volunteer (classroom job)
• Call & Response (clapping)
• Classroom Doorbell (in between transitions)
• Movement Word
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Lesson Reflection (Element 2):

Differentiated instruction is a central component of powerful learning experiences. Marcela

Pozas et al. (2019) describes it “as a toolbox of instructional practices, which enables teachers to

appropriately cater to students’ specific learning requirements and ensure successful learning for all

students within a diverse and inclusive classroom” (p. 218). The lesson above is an example of

differentiation as it introduces a new unit of instruction to three groups of students who possess

varying degrees of understanding and confidence with fractions.

At the start of the previous lesson, students were given a pre-assessment to determine if they

had any prior knowledge of fractions. The data from this assessment was used to formulate guided

groups and drive instruction throughout the unit. For example, students in group one demonstrated a

basic knowledge of modeling fractions. As a result, their time in this lesson was spent less on

modeling and more on reasoning through comparing fractions.

Groups two and three were similar in their struggle to compare fractions, especially those

with unlike denominators. Nonetheless, they demonstrated an ability to model fractions using length

and area models. To capitalize on this strength, these groups used models throughout the lesson to

help them visualize the value of the fractions they compared. Additionally, when highlighting the

generalization or rule for comparing the given fractions, groups two and three participated in a

teacher-led discussion rather than free exploration and inference.

Finally, to meet the needs of students with different learning styles, this lesson differentiated

students’ learning opportunities by tapping into various learning modalities. To begin, I set aside

time for whole-group instruction and exploration. This allowed for auditory learners within the class

to get a clear picture of what our learning targets were for the day. Kinesthetic learners, however,

were given an opportunity to manipulate and compare fractions using the Domino Division game.

This activity allows those more active students to engage with what they are learning.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

References

Pozas, Marcela, Letzel, Verena, & Schneider, Christoph (2020). Teachers and differentiated

instruction: Exploring differentiation practice to address student diversity. Journal of

Research in Special Education Needs, 20(3), 217-230. DOI: 10.1111/1471-3802.12481

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021