Co-Teaching Lesson Plan

Subject Area: Equivalent Fractions

Level: Third Grade
Class Description: Math class
Arrangement: Grouped tables

Grade
Classroom

Students with Disabilities:

Student

Disability
Classification

Jay Roberts

Down-Syndrome

Shelly
Tomlin

ADHD

I.

IEP Accommodations
and Assistive
Technology
One on one teacher
support in large
group, small group,
and partner work.
Larger pictures on
worksheet.
Checklist and
Proximity control

Additional
Modifications for
this Lesson
Fewer problems on
worksheet, no
number values over
10.

Preparation
A. Purpose- This lesson will use visual representation fractions to
help students identify when and why two fractions are equivalent
to each other. Students will be practice filling in numerators and
denominators as they identify equivalent fractions. Students will
also be able to draw and write their own examples of equivalent
fractions.
B. Objective(s)
i. All Students will fill in numerators and denominators based
on area models 8 out of 8 times on worksheet.
ii. All students will distinguish between equivalent and nonequivalent fractions 6 out of 8 times.
iii. All students will draw fractions on white boards based on
verbal cues 3 out of 3 times.

Content Standards
Common Core State Standards for Mathematics Grade 3
Number & Operations Fractions:
3. Explain equivalence of fractions in special cases, and compare
fractions by reasoning about their size.
a. Understand two fractions as equivalent (equal) if they are the
same size, or the same point on a number line.
b. Recognize and generate simple equivalent fractions, e.g., 1/2 =
2/4, 4/6 = 2/3. Explain why the fractions are
equivalent,
e.g., by using a visual fraction model.

C. Essential Questions
i. Review: Why do we use fractions?
ii. When do we use fractions in real life?

D. Key Vocabulary
i. Equivalent fractions
ii. Similar sums
iii. Whole
iv. Part
v. Equal
vi. Compare
E. Materials
i. Dry erase markers
ii. White boards
iii. Work sheets
iv. Print out of pizza picture (laminated)
v. Self-evaluation checklist for each Student.
vi. Pencils

II.

A.

Procedures (This is an example to use if you were co-teaching.

Complete your duties and then add hypothetical duties for the
special education teacher.)
Anticipatory Set

CoTeaching
Method

General
Time
Education
Teacher
One teach,
- In the front of
One support. 5min the classroom
post the
objectives and
agenda for the
lesson and review
it with the class
before starting.
Maintain its
visibility
throughout the
lesson by writing
it out on a poster.
(Have pictures
next to each task
on the agenda)
-On the board,
the teacher will
post pizza
pictures
representing the
fraction of 2/4
and next to
each other.
- The teacher will
then ask the
students what
they notice about
the drawing.
- The teacher will
then draw an
equal sign in
between the two
models and fill in
the numerators
and

Special Education
Provider
Have a checklist
posted on the
desks. Including
questions:
Pizza time:
Did I answer with
my class?

White boards:
Did I answer with
my class?

Did I help count?

Worksheet:
Did I help my
partner?

Did I ask for help

when I needed it?

Did I draw a
fraction on my
own?

The special
education teacher
will review the
objectives and
agenda with the
entire classroom.
The special
education teacher

Assessment

denominators.
- The teacher will
explain that
fractions are
parts of a whole
(number or
object).
- Although the
numbers in a
fraction may be
different, they can
still represent the
same part of a
whole.
- Equivalent
fractions are
fractions that
have the same
value, but
different
numbers.
- Any Questions?
-Circle your
checklist.
- Lets practice!

B.

will also explain

that the checklist
will help keep
them on track.
The special
education teacher
will then walk and
stand near the
children with
disabilities to
make sure they
are understanding
the lesson. The
special education
teacher will
answer any
questions asked
by these students.
Proximal control
used for Shelly
and Jay.
Special education
teacher cues
students to fill in
their checklist for
Pizza time.

Body of the Lesson/Lesson Development

Co-

Time General Education

Special Education

Assessment

Teaching
Method
Team teach 7 2min

7-8
min

Teacher

- The general
education teacher
will then provide
several
(prewritten)
examples and nonexamples and ask
the students to say
out loud the
numerators and
denominators.
Then the teacher
will ask if the
fractions are
either equivalent
(yes) or not
equivalent (no),
via choral
response.
- Pass out white
boards.
- Ask the students
to work with their
table as a small
group to draw
their own
equivalent
fractions based on
the numbers you
write and call out.
(2/3=?/6) (1/2=
2/?) etc
do this 3 times.

Provider
The special
education teacher
will model a few
(prewritten)
equivalent
fractions on the
board.

The special
education teacher
will cue the class
to use either
rectangles or
circles to draw
their own
equivalent
fractions
Accommodation
-For Jay, the
special education
teacher will join
the group and
encourage them to

- Allow them time

to draw on their
white boards.
Accommodation
-Walk around the
room to make sure
all students are
participating and
on task. (use
proximity control
for the student
with ADHD) assist
all students.
Be prepared to
redirect her
behavior as
needed to
accomplish the
tasks.
- Ask to show
white boards.
- Draw answers on
own white board.
-Circle your
checklist.

C.

include the student

and answer any
questions/assist.

Special education
teacher will
prompt the
students to fill out
checklist.

Closure or Concluding Activity

CoTeaching
Method

Time

General
Education
Teacher

Special Education
Provider

Assessment

One Teach,
One
Support

- Assign
5partners to
7minutes work with.
- Pass out
worksheets and
ask students to
fill in either the
numerator or
denominator or
both, based on
the fractions
provided.
- Take your
time and work
with your
partner to
count.
- When they
finish, they
should practice
independently
by drawing
their own
equivalent
fractions.
Throughout this
lesson the
general
education
teacher will
make sure to
continue
proximity
control in
anticipation of
filling out
checklist.
Remind Shelly
of her goals.
- Collect papers.

Accommodation
special education
teacher will be the
partner of Jay.
AccommodationThe pictures will
be larger and the
child will be
provided with
more space to
write answers.
Modification- Jays
worksheet will
contain 4 problems
total with the
expectation to
attempt creating
one of their own.
None of the
fraction responses
will be over the
value of 10.

Special education
teacher will
prompt students to
finish their
checklist at the
end of the lesson.

- Circle your
final list items.

III.

Follow-Up Activities: Independent Practice, Enrichment, or

Reinforcement
i.
Students will be given a worksheet of shapes side by side and
asked to create their own diagrams of equivalent fractions at
home.
ii.
Students will be asked to apply fractions to real life and draw a
picture of something they encounter that represents of a
whole. They should be prepared to bring this drawing to the
next class.
iii. Practice the same white board activity at the start of our next
fractions lesson.

IV.

Evaluation
A. Of Student Learning:
i. Did students help count out fractions as a large group?
ii. Did students actively participate in a small group to draw
equivalent fractions?
iii. Was anyone relying too heavily on the group?
iv. Did students draw their own examples of equivalent
fractions correctly?
B. Of Teacher Processes
i. Did I scaffold learning?
ii. Did I provide multiple opportunities to respond?
iii. Did I call on all students equally?
iv. Did I provide immediate feedback?