USF Elementary Education Lesson Plan Template (S 2014)

Name: __Savannah Holtz

Lesson Content
What Standards (national or
state) relate to this lesson?

MAFS.3.G.1.1: 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.

Essential Understanding
How Can I Use a Number Line and Shapes to Represent Parts of a Whole?
Objectives- What are you
teaching?
Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?
Evaluation Plan- How will you
know students have mastered
your objectives?
Address the following:
What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?

Students will demonstrate their understanding of numerator and denominators function in a fraction by
discussing as a groups how to represent the fraction best.
I am teaching this lesson to give students a better understanding of the concepts of fractions which are
present in every day scenarios.
This lesson fits in with unit G of the pacing guide Pasco teachers receive to guide the learning of their
students.
I am teaching this through the use of technology to keep student engagement and help student prepare
for the upcoming FSA testing.

Formative Assessment: Plickers questions will give me immediate understanding of student struggle.
Summative Assessment: The exit ticket will be my summative assessment to see their understanding
of the subject area.

USF Elementary Education Lesson Plan Template (S 2014)

What Content Knowledge is
necessary for a teacher to teach
this material?

The teacher needs to know about numerators and denominators and how they function in a fraction in
order to teach this lesson.

What background knowledge is

necessary for a student to
successfully meet these
objectives?

What misconceptions might

students have about this
content?

Name: __Savannah Holtz

Fraction
Part
Whole
Numerator
Denominator

There should not be any outlying misconceptions about this content.

Lesson Implementation

Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)

I will use mixture of direct instruction, and lecture.

Time
10

Who is
responsible
(Teacher or
Students)?
Both
teacher and
students
will be
responsible
for this
lesson.

Review
Practice Standardized Question pertaining to the topic (5)
o I will use Plicker to collect student data and answers then after
each one walk the students through the problem.
Exit Ticket
After the review give to the students to have them self-assess their
understanding of the subject
Questions (1 is the lowest and 5 is the highest)
o How do you feel you participated in this activity? 1-5
o How do you feel you understand this concept? 1-5
o Draw a rectangle that show the fraction 5/10. (LOT)

USF Elementary Education Lesson Plan Template (S 2014)

What will you do if

Name: __Savannah Holtz

o How would you explain to someone younger than about

factions? (HOT)
a student struggles with the content?
I will first ask what they are struggling with and then offer either a further explanation or another
representation of the idea.
a student masters the content quickly?
Have them peer guide their table group making sure for the student to understand they have to explain
the process and not give the answer. This will allow other students to gain information and the student
a way to think critically about their process.

Meeting your students needs as

people and as learners

If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
NA
If applicable, how does this lesson connect to/reflect the local community?
NA
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
Please see exit ticket in the step by step which has a challenge question for them.
How will you differentiate instruction for students who need additional language support?
NA

Accommodations (If needed)

NA
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
Materials
For this lesson I will utilize technology to help understand student thinking and create a fun element to
(What materials will you use? Why the lesson for the students. Thus I will need one smart phone to complete this lesson that has the

USF Elementary Education Lesson Plan Template (S 2014)

did you choose these materials?
Include any resources you used.
This can also include people!)

Name: __Savannah Holtz

application plicker on it. I will also need my students personalized QR codes to run the program for
answering. In addition to this I will need scrap paper for students to create their thinking on. Last thing
I will need is to have the questions I wish to ask, as seen above, already written out in large print so the
students can not only see them but I will also ask the question as well.