USF Elementary Education Lesson Plan Template (S 2014)

Name: Eileen Castillo

Grade Level Being Taught: Subject/Content:
4th
Comparing
fractions

Group
Size: Whole
group

Date of Lesson: 11//2016

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.)
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

MACC.4.NF.1.2- Compare two fractions with different numerators and different

denominators.

Essential Question:
How can you compare fractions?( This will be their exit ticket question)

Have student think about this question throughout the lesson.

Compare fractions by first writing them as fractions with a common numerator or a

common denominator.
Students will be able to:
Use different methods for comparing fractions
Use models to represent fractions
Write equivalent fractions using common denominators
Recognize that comparisons are valid only when two fractions refer to the same
whole

USF Elementary Education Lesson Plan Template (S 2014)

Name: Eileen Castillo
Grade Level Being Taught: Subject/Content:
4th
Comparing
fractions
to re-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

Group
Size: Whole
group

Date of Lesson: 11//2016

Record the results of comparisons with symbols (<,= or >)

This lesson fits within a larger concept of fractions and it is important for students
to learn this concept because comparing fractions serve as a building block so
students can effectively:
Order fractions
Reduce fractions to simplest form
Identifying common multiples when converting fractions to have common
denominators
Identifying and reducing equivalent fractions.

I will conduct a quick check that serves as a checkpoint to see if all

students understand the content. ( Go back to the EQ and have students try
and answer)

Formative: Checkpoint practice problem given at the middle of the lesson (clip board to
check mark)
Have students go back to EQ and try to answer it.
Summative: Exit ticket questions

Aubree made a recipe for pudding. She used

2
3

cup cream and

3
4

cup

USF Elementary Education Lesson Plan Template (S 2014)

Name: Eileen Castillo
Grade Level Being Taught: Subject/Content:
4th
Comparing
fractions
upcoming lessons?

What Content Knowledge

is necessary for a teacher
to teach this material?

Group
Size: Whole
group

Date of Lesson: 11//2016

milk. Did she use more cream or more milk?

What background
knowledge is necessary for
a student to successfully
meet these objectives?

Know how to effectively differentiate lesson to target all student needs.

Know all multiplications, factors and multiples
Be familiar in introducing how to compare fractions using models.

To start off the lesson, students will be given a reteach problem on common
denominators to assure that they have mastered the previous lesson before
introducing how to compare fractions.
Background knowledge necessary for students to be successful:

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?

Know multiplication tables

Know factors and multiples
How to simplify fractions
How to identify equivalent fractions
How to find common denominators

When writing an equivalent fraction, students may make errors in choosing the
factor by which to multiply a denominator and numerator.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Eileen Castillo
Grade Level Being Taught: Subject/Content:
4th
Comparing
fractions

Group
Size: Whole
group

Date of Lesson: 11//2016

Not properly identifying the common multiples

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.)

Time

This lesson will be an interactive lesson.

It will start as a whole group where I will be guiding/ modeling practice problems
on the projector to introduce topic.
During different parts of the lesson, students will work in pairs, collaborate work
groups, leveled groups and independently.

Who is
responsibl
e (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).

5
Where applicable, be sure to
address the following:

Teacher/
student

Intro/ engagement (attention grabber) uncover topic of

USF Elementary Education Lesson Plan Template (S 2014)

Name: Eileen Castillo
Grade Level Being Taught: Subject/Content:
4th
Comparing
fractions
What Higher Order
Thinking (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?

Group
Size: Whole
group

Date of Lesson: 11//2016

the lesson.
5-10
teacher/
student

Whole group -Introducing a comparing problem with

common denominator (

2-3
Teacher/
student

2
,
8

6
)
8

I will model problem while students are note taking.

Students will be given their essential question
(students will refer back to this throughout the
lesson.)

5-10
students

Introduce how to compare fractions with common

numerator
3
3
(ex.
and
)
8
12

Activity ( individually)
5

Students will be given a practice problem with

different denominators
Cont. of activity ( pairs)
Turn and Talk about strategies & steps to
properly compare the fractions. (accountable talk)

Teacher/
students
5
Teacher/
student
15
students

Collaborate class discussion( what did your partner glow

about)
- Have a pair group come up to show problem solving on
the projector.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Eileen Castillo
Grade Level Being Taught: Subject/Content:
4th
Comparing
fractions
-

Group
Size: Whole
group

Date of Lesson: 11//2016

Checkpoint (formative: EQ & practice problem)

-go back to math notebook

students

Leveled groups comparing fractions( move around class)

- Students will be given a variety of fractions that range in
difficulty
- groups will share work on projector after completion.

Summative: exit ticket question

-Aubree made a recipe for pudding. She used
cream and

3
4

2
3

cup

cup milk. Did she use more cream or

more milk?

What will you do if

a student struggles with the content?

Students will be given a reteach problem. One- on-one with me if needed after the
reteach problem and leveled grouping. Thoroughly explain the step by step strategies to
comparing fractions.

What will you do if

a student masters the content quickly?

Students will be given a word problem that will challenge students to think more critically
about comparing fractions.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Eileen Castillo
Grade Level Being Taught: Subject/Content:
4th
Comparing
fractions
Meeting your students
needs as people and as
learners

Group
Size: Whole
group

Date of Lesson: 11//2016

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
- Fractions is a very common concept that students can apply in anything from
baking a cake to dividing up food, objects, etc. equally among a number of people.
If applicable, how does this lesson connect to/reflect the local community?
If a student was buying pizza for his team after a game, it is important for students to
know how to understand fractions to equally divide the slices for the number of players.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Students will be challenged by introducing comparing fractions in the form of a word
problem where students will have to think critically to solve the problem.
How will you differentiate instruction for students who need additional
language support?

Accommodations (If
needed)
(What students need specific
accommodation? List

Verbal linguistic small group: Students can review the definition of words by using
them in context with their definitions.
Remind student that when they use a common numerator, they make the
numerators in the fractions the same.
Visually explain the step-by-step strategies to compare fractions
Model practice problems
(T)My Autistic student will work independently in the front of the room during the
collaborate leveled-groups
I will provide one-on-one assistance to the lower-level group with students that are
struggling in the back of the class.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Eileen Castillo
Grade Level Being Taught: Subject/Content:
4th
Comparing
fractions

Group
Size: Whole
group

Date of Lesson: 11//2016

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!)

Grid paper
Elmo
Manipulative for leveled- grouping ( I will provide these materials: index cards,
markers)