Student Teaching Lesson Plan Template – Spring 2018 Final

(Indirect Instruction / Discovery Learning)

Omit the shaded cells

Subject: Mathematics Central Focus:

Understand decimal notation for fractions, and compare decimal fractions.
Essential Standards/Common Core Objective (2): Date submitted: Date taught:
4.NF.6 - Use equivalent fractions to add two fractions
with denominators of 10 or 100.

Daily Lesson Objective (1):

Students will learn to add fractions with denominators 10 and 100 by making them equivalent fractions with the
same denominator.

21st Century Skills (1): Academic Language Demand (if Handbook applicable)
● Content/Academic Vocab:
Fractions
Equivalent
Denominator
Numerator
Tenths
Hundredths
Prerequisite knowledge and skills Global Awareness (1):
needed (1):
Students need to be able to have an
understanding of adding fractions.
Students must also have a prior
knowledge of making fractions with
different denominators equivalent.
Students must also have a prior
knowledge of tenths and hundredths.

Activity Description of Activities and Setting Time

1. Engage (3) Teacher begins by writing the word “tenths” on the 3 minutes
Check students’ prior knowledge in a board and the word “hundredths” on the board.
fast way Teacher asks the students “What do you know about
tenths?” Teacher allows them to discuss then answers
them with “Tenths are one part of a whole that is split
into then pieces. Teacher then asks, “What do you

Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty


2. Explore (3)
Tasks student will solve by themselves
using their prior knowledge
Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty
know about hundredths?” Teacher allows them to
discuss then explains that “Hundredths are one part of
a whole that is split into one hundred pieces.”
Teacher says, “When adding together two fractions, if 20 minutes
one of them has a denominator of 10 and the other a
denominator of 100, how can we change tenths to
hundredths?” Teacher tells students to turn and talk
with their neighbor. Teacher then calls on students to
answer.
Teacher then explains that there are 2 ways to change
tenths to hundredths:
1.) Multiply the fraction by 10/10
2.) Add a zero to the numerator and denominator
Teacher pairs up the students. Students must fill out a
worksheet while also using manipulatives, the base-ten
blocks, to solve fraction problems.
3. Explain (3)
Students explain their solutions to the
tasks they solved during the “Explore”
phase
4. Elaborate/Extend (3)
Extra task(s) or generalizations of
concepts
5. Evaluate (Assessment methods) (3)
Include the “Exit ticket” to assess
students’ understanding of the new
concepts
Student(s) &
Modifications/Accommodations (2):
1. Guided notes to have access to the
definition of tenths, hundredths,
equivalent, denominator, fractions, etc.
2. Pairing struggling students with more
advanced students.
3. Teacher will pull a small group of
Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty
After filling out the worksheet, each pair of students 10 minutes
will present their solution to the whole class. They will
come to the front and share their work under a doc
cam. They will also explain how they made tenths into
hundredths using their base ten blocks and work that
they did on their worksheet. Each pair will present one
problem and their solution.
Teacher will bring the class back together to discuss 7 minutes
how they added fractions with unlike denominators by
making them equivalent using a worksheet and base
ten blocks.
If there is time, the teacher will write a word problem
up on the board that is similar to the problems they
solved with their partner and they will solve it together
as a class.
Word problem example:
Vicky poured 50/100 liters of water into a bowl. Susan
poured 3/10 liters of water into the same bowl. What
was the total amount of water the girls poured into the
bowl?
(Answer: 80/100 or 8/10)
Students will solve an exit ticket using two problems 5 minutes
similar to the ones found on the worksheet they did
with a partner.
Exit ticket example:
What expression can be used to add 68/100 + 2/10?
Solve the equation above.
Student/Small Group Student/Small Group
Differentiation (low students): Differentiation (advanced students):
Teacher will provide low students Teacher will provide advanced
with simpler fraction problems to students with more difficult
solve. fraction problems to solve, such
as fractions that when added
together make a mixed number
or improper fraction.
 students who might be struggling and
work one-on-one with them.

Materials/Technology (1):
Pencils for each student, one worksheet per pairing or students, one exit ticket per student, base-ten blocks for every
student, white board with marker, doc cam for students to present on
Reflection on lesson:

CT signature:____________________ Date: __________ US signature: ______________________ Date: ____________

Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty