ED 345 Calvin College Lesson Planning Form

Teacher:
(Unit 7)

Kelsey Wilkie

Date: Lesson 4

Subject/ Topic/ Theme: Math

I. Objectives
What is the main focus of this lesson?
The main focus of the lesson is on the division of shapes into fractions. More specifically dividing a whole
into separate equal parts.
How does this lesson tie in to a unit plan? (If applicable.)
This lesson is the transition lesson from focusing solely on shapes and opening our minds to partitions of
shapes and equal parts of shapes. This guides our discussion into fractions.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
I Can
Divide a shape into halves and fourths.
Use the words half and fourth to describe parts of a shape/fraction.
Divide an object into equal parts.
Common Core Standards:
CCSS.MATH.CONTENT.1.G.A.3

Partition circles and rectangles into two and four equal shares, describe the shares using the
words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe
the whole as two of, or four of the shares. Understand for these examples that decomposing
into more equal shares creates smaller shares.
II. Before you start
Prerequisite knowledge
and skills.

Basic number sense

Understanding of counting and 1:1 correspondence
Previous knowledge of shape attributes.
Understanding of 2D shapes
Informal:
During the whole group lesson, I will be posing discussion questions
to the group about shapes and will be listening and taking mental
notes of their answers
Observation of them when we are in our small group workshop.
Formal:
The students will be working on a worksheet as an activity that will
be turned in and checked for understanding.

Assessment
(formative and
summative)

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation

STRATEGIC
Multiple Means of Expression
(Action)

AFFECTIVE
Multiple Means of
Engagement

Options for Perception

Options for action/interaction

Options for recruiting interest

The students will be shown a fraction in

pictures, in words, and in numbers.

The students will be allowed to be

collaborative and communicative
when it comes to dividing their
shapes and creating their
fractions.
Options for Expression

The students will have the

opportunity to come up to the
front of the room and be a part of
a fraction set

Options for Language/Symbols

Options for Sustaining Effort &

Persistence

Students are writing the numbers, saying

them, as well as drawing them out. This
allows them to connect the meaning
behind a number. (1:1 correspondence)

The students will be given the

opportunity to pick their own
object to divide as well as their
own way of dividing it into equal
parts.

Options for Comprehension

Options for Executive Function

Options for Self Regulation

The students are given the opportunity to

be introduced to the materials in a whole
group mini lesson, and then are placed
in a small group where the topic is zoomed
in much more.

The students will be given the

opportunity to hear a minilesson, and then test out the
concepts they were just taught.
They will also have a chance to
work in a small group with the
teacher to solidify the concepts
they just learned and practiced.

The students will be

independently working on a
worksheet/activity that allows
them to stay focused, not
distracting other, and doing what
they need to be doing.

We will be doing everything in a

workshop format, meaning the
students will be changing
activities every so often, which
will help keep them focused and
engaged.

We will also come back together

as a whole class at the end of the
workshop to create an anchor
chart and wrap up what we
learned.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
Do you need to set up
your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)

Handouts
ELMO
Whiteboards, markers, erasers,
Projector
Laminated squares and circles

N/A The classroom will be set up as it usually is. We will be having a math
workshop time, so the students will be moving around the room to different
stations throughout math time.

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
To begin the lesson, I will ask a story problem.
I bought this whole pizza for lunch, and I needed someone to share it with
me. My friend and me were both VERY hungry so we decided that we were
going to equally divide it between the two of us.
How might I divide my pizza into two?

Have students come up and show how to divide it into two.

Make sure to emphasize that both pieces need to be equal, otherwise
it isnt fair.
We just created a fraction. We divided our pizza in halves!
o
o

Then go into what a fraction looks like.

The number of parts in the whole goes on the bottom, and the number of
parts we are specifically asking about go one top.
Then give them another story problem.
If I have a pizza that I want to share with all 4 people in my family, how might
I equally divide my pizza into 4 equal pieces?
o Have the students come up and draw what they think is fourths.
Then write out the fraction with numbers and explain the location of each
number in the fraction.
Developm
ent

Then we will introduce the different areas in the workshop, and begin our rotation.
Leveled Group:
High
o Writing and drawing our own fractions
Writing fractions out in words and then drawing and dividing a
shape into a matching fraction.
o Matching fractions
Playing a matching game with fractions and fraction words.
o Fraction challenge cards
Having students create fractions from story problems.
Middle
o Drawing out fractions
Drawing and coloring in given fractions on their whiteboards.
Writing a fraction for a given picture.
o Fractions in a set
Figuring out the fractions within a given set of objects.
ex/ How many red cubes are there in our entire group of
cubes?
o Matching fractions
Playing matching game with fractions and fraction words.
Low o Review of halves and fourths
Giving the students a laminated circle and square and having
them divide it into halves and fourths with a dry erase marker.
o Using fractions in a set
Figuring out the fractions within a given set of objects.
ex/ How many red cubes are there in our entire group of
cubes?
o Writing and drawing our own fractions
Drawing out a fraction for a given amount
Writing out a fraction for a given picture.
Chrome Book:
Mega Math - Shapes Ahoy - Ship Shapes- Level R
Activity:
See attached worksheets.
A bell will ring to signal a change in rotations, and the students know that they need
to use their whisper voices when transitioning from one station to the other.

At the end of the lesson, we will come back together and go over the I can
statements we began the lesson with. We will then share 3 things we learned, 2
things we found interesting, and 1 question we still have.
Closure

Then we will add our I can statements to our learned portion of the KWL.
Then we will put our materials away and prepare ourselves to go to one of our
specials.

Your reflection on the lesson including ideas for improvement for next time: