ED 345 Calvin College Lesson Planning Form

Teacher:
(Unit 7)

Kelsey Wilkie

Date: Lesson 5

Subject/ Topic/ Theme: Math

I. Objectives
What is the main focus of this lesson?
The main focus of this lesson is to review the previously discussed topic of fractions. It goes into more
challenging fractions as well as fractions within a set of objects.
How does this lesson tie in to a unit plan? (If applicable.)
This lesson continues on our talk about shapes and the partition of shapes into equal parts.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
I Can
Describe a fraction in a set.
Use the words half, fourth, and other fraction vocabulary when making fractions.
Divide an object into equal parts.
Common Core Standards:
CCSS.MATH.CONTENT.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 of, fourth of, and quarter of. Describe
the whole as two of, or four of the shares. Understand for these examples that decomposing
into more equal shares creates smaller shares.

II. Before you start

Prerequisite knowledge
and skills.

Basic number sense

Understanding of counting and 1:1 correspondence
Previous knowledge of shape attributes.
Understanding of 2D shapes
Previous knowledge of fractions and how they are written and displayed.
Informal:
During the whole group lesson, I will be posing discussion questions
to the group about shapes and will be listening and taking mental
notes of their answers
Observation of them when we are in our small group workshop.
Formal:
The students will be working on a worksheet as an activity that will
be turned in and checked for understanding.

Assessment
(formative and
summative)

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation

STRATEGIC
Multiple Means of Expression
(Action)

AFFECTIVE
Multiple Means of
Engagement

Options for Perception

Options for action/interaction

Options for recruiting interest

The students will be shown a fraction in

pictures, in words, and in numbers.

The students will be able to

interact and respond to the
reading of Whole-y Cow Fractions
are Fun

We are starting off our lesson with

a picture book, so the students
will be able to create an
experience to connect to when
doing their math workshop
activities.

Options for Language/Symbols

Options for Expression

Options for Sustaining Effort &

Persistence

Students are writing the numbers, saying

them, as well as drawing them out. This
allows them to connect the meaning
behind a number. (1:1 correspondence)

The students will be able to

create their own story problems
for their own fractions.

Options for Comprehension

Options for Executive Function

Options for Self Regulation

The students are given the opportunity to

be introduced to the materials in a whole
group mini lesson, and then are placed
in a small group where the topic is zoomed
in much more.

The students will be given the

opportunity to hear a minilesson, and then test out the
concepts they were just taught.
They will also have a chance to
work in a small group with the
teacher to solidify the concepts
they just learned and practiced.

The students will be

independently working on a
worksheet/activity that allows
them to stay focused, not
distracting other, and doing what
they need to be doing.

We will be doing everything in a

workshop format, meaning the
students will be changing
activities every so often, which
will help keep them focused and
engaged.

We will also come back together

as a whole class at the end of the
workshop to create an anchor
chart and wrap up what we
learned.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
Do you need to set up
your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)

Handouts
ELMO
Whole-y Cow Fractions Are Fun by Taryn Sounders
Whiteboards, markers, erasers,
Projector

N/A The classroom will be set up as it usually is. We will be having a math
workshop time, so the students will be moving around the room to different
stations throughout math time.

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
To begin the lesson, I will draw a pizza divided into fourths on the board, and color in
three fourths of it. Then I will ask the students if they can tell me how much of the
pizza is colored in?
How much of the pizza is left?

Then I will read Whole-y Cow Fractions are Fun by Taryn Sounders.
While reading the book, pose the questions in the story to the class and look
for a volunteer to answer each one.
Then have a quick review on how to write fractions.
The number of parts in the whole goes on the bottom, and the number of
parts we are specifically asking about go one top.
I will then have students come up to the front of the classroom and ask the rest of
the class to make a fraction out of the students at the front.
Ex/ three fourths of the students up front are girls
Ex/ one half of the students up from are wearing jeans.

Developm
ent

Then we will introduce the different areas in the workshop, and begin our rotation.

Leveled Group:
Higho Fraction challenge cards
Read the students story problems and see if they can figure
out the answer. Have them draw out the answer as well as
write it in fraction form.
o Creating our own fraction story problems
Have the students create their own story problems.
Then have them read these story problems to a partner and
solve each others problems.
o Review the activity worksheet
Middle
o Creating fractions with objects
Using objects, create a fraction of a set.
Give the students examples first, and then have them create 3
of their own sets as well as solve them.
o Matching fractions
Play the fraction matching game. This has the students match
fractions in fraction form to their matching fraction picture.
o Introduce the activity sheet they will be doing,
Low o Drawing our own fractions
Having the students draw fractions on their whiteboards with a
given fraction in fraction form.
o Fractions in sets
How to solve fractions when they are in a set.
o Creating fractions with objects
Using objects, create a fraction of a set.
Give the students examples first, and then have them create 3
of their own
o Introduce the activity sheet they will be doing.
Chrome Book:
ABCYa
Activity:
See attached worksheets.
A bell will ring to signal a change in rotations, and the students know that they need
to use their whisper voices when transitioning from one station to the other.

At the end of the lesson, we will come back together and go over the I can
statements we began the lesson with. We will then share 3 things we learned, 2
things we found interesting, and 1 question we still have.
Closure

Then we will add our I can statements to our learned portion of the KWL.
Then we will put our materials away and prepare ourselves to go to one of our
specials.

Your reflection on the lesson including ideas for improvement for next time: