USF Elementary Education Lesson Plan Template (S 2016)

Name: Jordan Martel

Lesson Content

What Standards (national or

state) relate to this lesson?
(You should include ALL
applicable standards. Rarely do
teachers use just one: theyd never
get through them all.)

MAFS.3.NF.1.3
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.

MAFS.3.G.1.2
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the
whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part
as 1/4 of the area of the shape.
Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the
ABCDs of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to re-

What is an equivalent fraction?

Students will:
-be able to recognize and generate simple equivalent fractions and explain why the fractions are
equivalent by using a visual fraction model.
-be able to define and describe equivalent fractions

USF Elementary Education Lesson Plan Template (S 2016)

write the sentence in future tense
D: with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
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?
What Content Knowledge is
necessary for a teacher to teach
this material?

Name: Jordan Martel

This lesson fits into a larger unit of fractions.

I am teaching this way due to the fact that the students have already had some exposure with
equivalent fractions but this will serve as a more in-depth review.

Formative
Review the feedback on the Nearpod. Can students draw an equivalent fraction? Can they note a
fraction on a number line?
Summative

What is a numerator?
What is a denominator?
What is a fraction?
What is an equivalent fraction?
What are some strategies of finding an equivalent fraction?
How do I clarify their misconceptions?

USF Elementary Education Lesson Plan Template (S 2016)

What background knowledge is

necessary for a student to
successfully meet these
objectives?
How will you ensure students
have this previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about their
readiness for this content?
What misconceptions might
students have about this
content?

Name: Jordan Martel

The numerator is the number above the fraction bar. It shows the number of parts counted out of the
whole.
The denominator is the number below the fraction bar. It sows the total number of equal parts in a
whole.
A fraction is a number that shows parts of a whole

That if the denominator the fraction must be larger. For example. If Ron ate 1/3 of a pie and Beth ate
2/6 of the pie. Who ate more? Explain your answer. Most students are going to say that Beth ate more
pie.
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.)
Where applicable, be sure to
address the following:
What Higher Order Thinking

Time

Who is
responsible
(Teacher or
Students)?

Each content area may require a different step-by-step format. Use whichever
plan is appropriate for the content taught in this lesson. For example, in
science, you would detail the 5 Es here (Engage/Encountering the Idea;
Exploring the Idea; Explanation/Organizing the Idea; Extend/Applying the
Idea; Evaluation).
Nearpod Lesson:
This lesson has the students begin by answering the question, Ron ate 1/3 of
the pie. Beth ate 2/6 of the pie. Who ate more? Explain your answer.

USF Elementary Education Lesson Plan Template (S 2016)

(H.O.T.) questions will you

ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students transition
between activities?
What will you as the teacher
do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching are
you using?

Name: Jordan Martel

Give the class 3-5 minutes to think, talk with a shoulder buddy, and answer the
question.
Review results as they come in.
-If it looks as if everyone is on track then show an example and have the
students discuss it as a whole.
-If it looks as if some students are struggling with the concept then pull up an
example and have a student explain their thought process.
After that part of the NearPod is over there is a review of numerators and
denominator and then on a fraction line.
A video within the Nearpod this discusses how fractions are equivalent, talks
about how to avoid mistakes. Just because the 2/4 I bigger than because 4 is
bigger than 2.
Fraction Strips and then a Number Line
Stop it before AREA MODEL
Do the activity below:
We have been learned and reviewing a lot about fractions. Can anyone refresh
our memory and tell me what a numerator is? Denominator?
Can anyone explain to me what it means for two fractions to be equivalent?
How can you identify if two fractions are equivalent?
- If two or more fractions name the same amount or when the same part of
a whole is shaded.
So today we are going to recognize and generate simple equivalent fractions.
This piece of paper represent 1 whole, model folding one of the papers in half.
Tell the students to do the same. Make sure all eyes are on you
If we divide it in half and shade on half of the paper, the fraction would be 1/2.

USF Elementary Education Lesson Plan Template (S 2016)

Name: Jordan Martel

But what if we take the piece of paper and divide it in half the other way.
Eyes on me. What happens to the fraction?
We have more parts but we didnt shade in anything else. So what does that
mean?
=2/4
Do the rest of the Nearpod with the quiz. They can work with their shoulder
buddy if needed.
If time allows,
Hand out the Pizza Spin & Cover Activity.
They will need a paper clip, a pencil, and a pizza sheet.
What will you do if

a student struggles with the content?

When students struggle with the content, we will be in a whole group lesson, so ask specific questions
to get a better idea of where they are struggling. This content is extremely difficult for them to grasp
and it should be expected that many students will struggle.
a student masters the content quickly?
When student master the content quickly we will incorporate their knowledge into our conversation,
have them show us examples.

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?
N/A
If applicable, how does this lesson connect to/reflect the local community?
N/A
How will you differentiate instruction for students who need additional challenge during this

USF Elementary Education Lesson Plan Template (S 2016)

Name: Jordan Martel

lesson (enrichment)?
N/A
How will you differentiate instruction for students who need additional language support?
I will read the questions aloud to this student and go from there.
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)

iPads
Printer Paper
Pencils or Color Pencils
Projector
Nearpod App