Bridgewater College Teacher Education Program Lesson Plan

Name: Lauren Fields

Subject/Grade Level: Lesson Title: Unit: Date or Lesson #:

Math/4th Mixed Numbers to Improper Fractions Fractions 1/17/17

Virginia SOL/National Standard:

4.2 The student will

b) represent equivalent fractions

Measurable Lesson Objective(s): The student will be able to use models to show equivalent fractions with improper
fractions and mixed numbers.

Materials/Technologies/Resources Needed:

Worksheet (station 1)
iPads
SMART Board
Document camera
Dry erase markers
Exit slip

Assessment (Formative and/or Summative): Worksheet, dry erase markers practice problems, and self-assessment

Anticipatory Set (Hook & Agenda):

Teacher will: Students will: Accommodations/ Anticipated

Differentiation: Time:
Today we are going to catch up on Get their iPad from their table and
calendar math. Then were going to do complete their calendar page on SMART 15 minutes
stations. After students have completed Notebook. Students will read the
their calendar, the teacher will have pattern aloud.
students read the pattern aloud.

Access /Review Prior Knowledge:

Teacher will: Students will: Accommodations/ Anticipated

Differentiation: Time:
Lets review what we talked about Answer the teachers prompts and help
Friday on how to change an improper with the examples. 10 minutes
fraction to a mixed number. Lets look at
the fraction 9/4, whats another way to
say this fraction? What operation does
the fraction bar represent? So, I can use
a model, long division, or the H T O dot
method to convert or change the
improper fraction into a mixed number.
The teacher will then show each example
as a refresher and ask students for help.

Teaching Process & Modeling (Content is presented, accessed or built)

Guided Practice & Checking for Understanding

Independent Practice

There is no prescribed order to this section; you must tailor the order to the students and the content. This should be the longest portion of your
lesson plan.

Teacher will: Students will: Accommodations/ Anticipated

Differentiation: Time:
Teaching Process & Modeling: Teaching Process & Modeling:
12-15
At station 1, youll be completing a Students will work individually to minutes per
worksheet that is changing an improper complete the worksheet that reviews station
fraction to a mixed number. You can use what we did in class on Friday.
models, long division, or the H T O dot
method to solve the problems.

At station 2 with me at the back table,

well be working on how to change a
Students will work with the teacher to
mixed number into an improper
learn how to convert mixed numbers
fraction. The teacher will first use
into improper fractions with models and
fraction blocks to represent the mixed
multiplication.
number 1 1/5 and use that to help
students visualize the improper fraction.
Next, the teacher will do an example
showing how to change a mixed number
into an improper fraction using
multiplication with the example 7/3 and
8/5. More examples will be used as
needed.

At station 3, you will use the Fractions

app to do practice. Try to get an 80% or
better.
Guided Practice:
In station 1, students will complete the
worksheet using models, long division,
and/or the H T O dot method.
In station 2, after a few examples done
with the teacher, students will practice
with SOL test questions and write with
dry erase markers on the table.
Students will use their iPads to practice
putting fractions on a number line on the
Fraction app.
Guided Practice:
Students will complete the worksheet at
station 1 using models, long division,
and/or the H T O dot method.
At station 2, students will work on
problems that are from SOL tests to
practice converting from mixed numbers
In station 3, students will practice on the to improper fractions.
iPads.
At station 3, students will work on
Independent Practice: putting fractions on the number line.

At station 1, students will complete a Independent Practice:

worksheet with problems 1-10.
At station 2, students will work on SOL
test questions.
At station 3, students will practice
putting fractions on the number line.
At station 1, students will complete a
worksheet with problems 1-10.
At station 2, students will work on SOL
test questions.
At station 3, students will practice
putting fractions on the number line.

Closure: Exit Slip

Teacher will: Students will: Accommodations/ Anticipated

Differentiation: Time:
Pass out an exit slip that asks students Circle the phrase that they feel best
to circle how they are feeling about resembles their feelings about the The teacher will 2 minutes
changing fractions at this point. lesson. read to students
Students have the option to circle Got that do not read
It, More Help Please, or STOP I Need English fluently,
Help. if needed.

Declarative Summary Statement: Today we reviewed converting improper fractions to mixed numbers and then mixed
numbers back to improper fractions using models and operations.

Activity If Extra Time Remains or Technology Fails: Reflex

Teacher will: Students will: Accommodations/ Anticipated

Differentiation: Time:
Allow students to get iPads to work on Practice their basic facts on the Reflex
fact fluency using the Reflex app. app on the iPad. 5 minutes

Note: Attach or provide hyperlink to all handouts, external documents, resources, etc.

Worksheet for station 1:

http://www.commoncoresheets.com/Math/Fractions/Improper%20to%20Mixed%20Number/English/1.pdf
Circle the phrase that best describes Circle the phrase that best describes
how you feel about todays lesson. how you feel about todays lesson.

Green: Got It Green: Got It

Yellow: More Help Please Yellow: More Help Please

Red: STOP I Need Help Red: STOP I Need Help

Circle the phrase that best describes Circle the phrase that best describes
how you feel about todays lesson. how you feel about todays lesson.

Green: Got It Green: Got It

Yellow: More Help Please Yellow: More Help Please

Red: STOP I Need Help Red: STOP I Need Help