CCSU LESSON PLAN TEMPLATE

Student Teacher: Nicole Kowalik

Lesson Date: TBA

Grade Level: 1
Name of Lesson: Fractions

Content Standard (This may include GLEs, District Power Standards, and/or CMT/CAPT Strand):
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-fourth of, and quarter of. Describe the whole as two of, or four of
the shares.

Student Learning Objective(s)

What is the intended learning outcome of this lesson? Be sure it is observable and includes clear criteria.
NOTE: use Blooms Taxonomy to assist this work. Are there students who will require an accommodation or
modification to meet this lessons objective?
The students will be able to divide circles and rectangles into two and more equal shares. They will be able to use
the phrases half of, fourth of, and quarter of.

Rationale for Objective: How does this lesson support previous and subsequent learning?
This lesson is to build upon on the students prior knowledge of fractions. This lesson will show that the students
understand what a fraction is and will be able to identify them.

Assessment
State the specific strategy (ies) and tool(s) used to collect the data for each SLO (i.e., essays, projects, quizzes, exit
slip, worksheet, etc.). Are there students who will require an accommodation or modification to this lessons
assessment?
The students will be broken up to four different groups and placed in a center. Each center will have a different
activity for the students to do. At the end of the lesson, the students will be assessed by using plickers. The
students will be asked 5 questions.

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Classroom Learning Environment Focus
(i.e., standards of behavior, routines, procedures, group work, transitions, instructional arrangement, etc.). Explain
specific needs.
-Students will sit quietly at their desks to watch a video.
-The teacher will break the students up into 4 groups and will be placed at a center.
-The teacher will inform the students that they will have 10-15 minutes at each center.
-After the rotations are done, plicker cards will be handed out.

Instructional Model/Strategy
(i.e., concept formation, concept development, direct instruction, cooperative learning, inquiry, discussion model).
Explain how you will best facilitate student learning through a specific model of instruction. Be sure to include a
rationale for the chosen model(s). You may use more than one:
Cooperative Learning: Students will be placed in groups in each center. They will learn how to share the materials,
which are given, together.
Concept Development: After this lesson, students will further develop their understanding and identify different
fractions.

Materials/Resources needed for this lesson

- Fraction Worksheet http://lifeofahomeschoolmom.com/wpcontent/uploads/2014/12/5f1f10213762575ad0f042c295cb2b29-697x1024.jpg
- Pencils
- Crayons
- Easter Eggs
- Pizza Fractions
- Plicker cards
- Video https://www.khanacademy.org/math/early-math/cc-early-math-geometry-topic/cc-early-math-fractions-ofshapes/v/halves-and-fourths

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Differentiating Instruction
How will you differentiate to meet the needs of your learners (i.e., what you teach, how you teach, or how you will
assess). Explain:
While assessing the students, the students who need more time to answer questions will be given the extra time.

Initiation
Cite how you will engage learners, activate prior learning and present the lessons objective.
Explaining: A) What they will be doing and learning in the lesson; B) How they will demonstrate learning; C)
Why it is important to their everyday lives.
In order to engage the students at the beginning of the lesson, I will show them a video about fractions, Halves and
Fourths. After the students have watched the video, there will be a small activity where each student will be able to
go to the Smart Board and identify each fraction.

Lesson Development
Cite how you will provide opportunities for the students to construct meaning. List the steps/process you will
follow. Be sure to identify how you will check for understanding and collect formative data. Are there students
who will require an accommodation or modification in order to be active participants in this lesson?
1) Students will watch the Khan Academy video, Halves and Fourths.
a. After the video, the teacher will ask the students questions about fractions. Can you use two halfs of a
shape to make a whole shape? How much is in a whole?
b. The teacher will then ask the students if there are any questions.
2) Students will now be able to participate in an activity using the Smart Board.
a. There will be a fraction up on the board and a student will be able to go up to the board and identify the
fraction.
3) The teacher will break the students up into four groups. Each of these groups will go to a center.
a. In center one, students will work on a fraction worksheet. The students will be provided crayons to color
in each fraction.
b. In center two, students will be using pizza fractions
c. In center three, students will be able to match up fractions using Easter eggs.
d. In center four, students will be working with the teacher to have a further understanding of fractions and
will be able to ask questions.
4) Students will go back to their desks as the teacher hands out the Plicker cards.
a. Students will answer five questions independently and use the Plicker cards to submit their answers.
Students who will need more time, will be given extra time.

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Closure
How will you question students in order to evaluate if the objective(s) was met? How will you help students to
connect this lesson to previous and subsequent lessons as well as connect to their own lives? How will you help
the students see the relevancy of the lesson by understanding the purpose/importance of the learning?
By looking at the results on the Plicker account, I will be able to see if the material was connecting with the
students. The worksheets that were given in center one will be collected and used to evaluate the students
understanding of the different fractions.

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