Flipped Classroom Lesson Plan

Name Abby Greenfield a

READINESS
I. Goals/Objectives/Standard(s)
B. Objective:
• Students will be able to identify fractions and divide items into halves, thirds, quarters, sixths,
and eighths.

C. Standard(s):
• IAS:
o 3. NS. 3: Understand a fraction, 1/b, as the quantity formed by 1 part when a whole
is partitioned into b equal parts; understand a fraction, a/b, as the quantity formed
by a parts of size 1/b. [In grade 3, limit denominators of fractions to 2, 3, 4, 6, 8.]

• ISTE:
o Empowered learner: students leverage technology to take an active role in
choosing, achieving and demonstrating competency in their learning goals,
informed by the learning sciences.
o Digital citizen: Students recognize the rights, responsibilities and opportunities of
living, learning and working in an interconnected digital world, and they act and
model in ways that are safe, legal and ethical.

II. Home Based Study – DAY 1 –

• Intro to Fractions (4 minutes)
o https://www.youtube.com/watch?v=jgWqSjgMAtw
• Cutting Shapes into Equal Parts (1 minutes)
o https://www.youtube.com/watch?v=gEE6yIObbmg
• Use Google Forms to check students understanding of the video
o https://docs.google.com/forms/d/e/1FAIpQLScCsmy6BvIgNg6y4YyyX650vEmabDDyoWFC7
KzKvFtauhsnHA/viewform?usp=sf_link

III. In-Class Lesson Study –DAY 2 –

• Anticipatory Set—
§ Review with the class the correct answer from the Google Forms (5 minutes)
§ Have students compare what they have learned from the video in their groups and how we
might us fractions in everyday life
§ Teacher addresses the uses of fractions: ask for ideas from students. “Reteach” the video –
just hit the main ideas to make sure students get the big idea (5-10 minutes)
• Numerator and Denominator - define
§ “ Imagine that you had a cake and you wanted to share it with 12 of your friends. How
would you divide the cake up so that each of you received an equal amount?”

IV. Purpose:
• The purpose of this activity is for students to learn and understand fractions.

V.Lesson Presentation (Input/Output) (40 minutes)

1
 • Activity: Do two worksheets then project: make a pizza
• The first worksheet (next page) do as a class
§ Worksheets available in PDF form for student with exceptional needs
• The second worksheet have students work in groups
• Project
§ Make a pizza (adapted online in PowerPoint for student with exceptional needs)
• Example pizza
• Students will design there own pizza but all students must start with the basics
o 1 whole pizza (6 slices)
o 1 whole sauce
o 1 whole cheese
o Choose toppings from pepperoni, tomatoes, green pepper, mushroom,
and sausage
§ Must include fractions not just wholes
• See worksheet: students record their fractions

VII. Closure/ Conclusion/Review Learning Outcomes

PLAN FOR ASSESSMENT Develop a plan for assessing the degree to which your students have mastered
the learning outcomes from this lesson. Your plan should include formative assessments at a minimum, and
may also include summative and/or authentic assessments depending on the nature of the learning outcomes
and the placement of the lesson within the context of the unit.

Formative:

Summative:

Authentic:

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?

2. What were my strengths and weaknesses?

3. How should I alter this lesson?

4. How would I pace it differently?

5. Were all students actively participating? If not, why not?

6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences

2
3
4
Name: ________________________________________________________

Topping Fraction