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LESSON PLAN TEMPLATE

Name: Taylor Williams Date: April 30, 2018

Curriculum Standards Focus Question/Big Idea/Goal
What is a fraction? The goal is for the students to understand how fractions
Understand a fraction, 1 𝑏𝑏 , as the quantity formed by 1 part work.
when a whole is partitioned into b equal parts (unit
fraction); understand a fraction 𝑏𝑏 𝑏𝑏 as the quantity
formed by a Central Focus: A whole can be partitioned into many equal
Students with a level 1 understanding of this standard will most shares.
likely be able to: Recognize when a whole is partitioned
into 2,3,4,6, or 8 equal shares and use appropriate
vocabulary
Lesson Objective(s)
The objective of the lesson is for the students to understand what a fraction.
They also should be able to use fractions in everyday life situations.

The teacher will allow the students to use their vocabulary words when answering the questions.

Questions for higher order thinking and assessment

Is ½ of the pizza more or less than ¾ of the pizza?
What other things can we split equally like a pizza?

Assessment/Evaluation

Informal:
The teacher will ask the students to raise their hand when they figure out the answer to a question. The teacher will also periodically ask the students to give her
a thumbs up or thumbs down if they do or do not understand what he/she is saying.

Formal:
The teacher will play a review game and assign a test the next day to test how much they learned the day before to see if they
understood it or not.
Materials
several small construction paper pizzas, markers, pencils, projector and computer, board, worksheets

Bell Ringer
The students will come in and make a pizza out of construction paper and then cut the pizzas into four slices that we will use later in the lesson.

Anticipatory Set
The student will consider the question: “ What is a fraction of something?”

Instruction
Today we will begin with our bell ringer and the student will make pizzas to answer questions with. The student may make the pizzas however they want them
to look, and when they are done the teacher will cut the pizzas into four equal pieces. The teacher will pull up the worksheet on the computer and project it onto
the board. The teacher will ask the student a question seen on the board (ex: how much of the pizz do you have left if you ate ½ of the pizza?) The student will
move his/her pizza to show the correct answer. They will do this several times until the teacher thinks the students understand the material.

Guided and Independent Practice

“We Do”
The teacher will go through the problems on the board with the students and the teacher will walk around the classroom to make sure every student is moving
the pieces to the correct answer. Once the teacher feels like the students have understood the material the teacher will pass out a worksheet that has more
questions about fractions relating to pizza,
“You Do”
The student will write his/her name on the worksheet provided, and they will use their pizza model to answer the questions on the worksheet which they will
turn in for a completion grade.

Closure
Verbalize or demonstrate learning or skill one more time. This may include stating future learning objectives.
The student will have a test tomorrow on fractions and what we learned in class today.
For the students that are slower learners, the teacher will review multiple problems before handing out the worksheet and will allow them to work with a
partner if they have a question.

Cross-curricular connections
English is taught also in this lesson because the students have to read the instructions on the worksheet.

Curriculum Standards Unit Goals

Understand a fraction, 1 𝑏𝑏 , as the quantity Create goals that are observable
formed by 1 part when a whole is partitioned
into b equal parts (unit fraction); understand
a fraction 𝑏𝑏 𝑏𝑏 as the quantity formed by a
Students with a level 1 understanding of this
standard will most likely be able to: Recognize
when a whole is partitioned into 2,3,4,6, or 8
equal shares and use appropriate vocabulary

Activities Planned
List and/or describe the daily activities planned for the unit.

Assessment
Informal: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?

Formal: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)?