UNT Lesson Plan Template

Pre-service Teacher: Grade(s): School/Mentor Teacher (if

Mr. William Sanchez 4th Grade applicable):

Subject area(s): Unit Topic/Theme: Lesson Title:

Mathematics Fractions Comparing Unit Fractions

Relevant TEKS: Relevant ELPS: Relevant TX CCRS:

§111.6 (b)(3)(D): §74.4.(c)(2)(E) use visual, VIII. Problem Solving and
compare two fractions contextual, and linguistic Reasoning
with different support to enhance and A. Mathematical problem
numerators and different confirm understanding of solving
denominators and increasingly complex and 1. Analyze given information.
represent the comparison elaborated spoken X. Connections
using the symbols >, =, language; B. Connections of
or <; §74.4.(c)(3)(D) speak using mathematics to nature, real
grade-level content area world situations, and
vocabulary in context to everyday life 1. Use multiple
internalize new English representations to demonstrate
words and build academic links between mathematical
language proficiency; and real world situations.
§74.4.(c)(4)(F) (F) use
visual and contextual
support and support from
peers and teachers to read
grade-appropriate content
area text, enhance and
confirm understanding, and
develop vocabulary, grasp
of language structures, and
background knowledge
needed to comprehend
increasingly challenging
language;
Lesson Objective(s)
Content:
● I will able to compare two unit fractions and determine if they are greater than, less
than, or equal to.
● I will be able to define numerator, denominator, and unit fraction.
● I will be able to write a fraction based on the number of shaded parts to the number
of equal parts.
Language:
● The students will be able to answer higher order thinking questions and use grade-
level content area vocabulary in context to internalize new English words.

Assessment (Description/Criteria)
Formative technique(s):
● Questioning: I will use questioning as a means of formative assessment. I will use
HOTS (higher order thinking skills) to help students think critically. Through this
strategy, I will be able to determine which students are grasping the mathematical
concepts and which students need a little bit more assistance.
● Classroom Discussion: To open my lesson, I will have a classroom discussion about
fractions and what they know about it. This will help me know how much students
know about fractions and whether or not they’ve encountered them in their daily lives.

Materials, Resources, and Textbooks:

● One Dozen Donuts that are the same size/type
● Fraction Cards
● Exploring Units Fractions Handout (Whole group guided instruction)
● Essential Fraction Vocabulary Handout (Seat work during stations)
● Laminated Fraction Vocabulary Cards (placed at the front of the classroom for
students to reference)
● iPads (Education Galaxy application for Math Facts station)
● Pencils
● Fraction Bars (for students to explore during small group instruction with teacher)
● Remainders and Fractions Game (played during hands-on station)

Classroom Management of the Instructional Environment:

● For the explore activity of the lesson, students will be placed in groups that have been
predetermined by the teacher (me). While students will be placed in groups, the
explore activity will involve the entire class.
● After the explore activity, we will have a class discussion about what we learned
during the donut activity. In addition, we will work together on the Exploring Units
Fractions Handout during whole group guided instruction. Here, I will use the
projector so that students can see what I am doing. Students will follow along and
 contribute to completing the handout.
● After whole group guided instruction, students will be in stations (MATH- Math facts,
At your seat, Teacher’s Choice, and Hands on). Students will be in the same groups
they were in during the donut activity. Students will rotate after 15 minutes. Group 1
will start at the Math Facts station where they will be on 4.4 Math Teks on Education
Galaxy. Group 2 will be at the At Your Seat station. Students will be completing the
fractions vocabulary handout and on their problem of the day. Group 3 and Group 4
will be at the Hands On station. Group 3 will be playing the Remainders game while
group 4 will be playing the fraction game. Lastly, group 5 will be at the Teacher Table
station. Here students will exploring with fraction bars.

Technology Integration:
● iPads- Students will be on the Education Galaxy application strengthening their math
facts. Education Galaxy provides a great way for students to practice and prepare for
high stakes test

Diversity and Equity (Accommodations, Modifications)

● Accomodations
○ Students will be supported with visuals, especially when covering important
vocabulary as it relates to fractions. In addition, students will be able to glue
their vocabulary sheet on their math spiral as a reference.
○ Students will have ample opportunities throughout the lesson to work hands on
through concrete objects such as the fraction bars.

Activities/Procedures
Description: The main lesson will be an explore activity that will introduce students to
fractions. Students will be placed in 5 groups that have been predetermined by the teacher.
Students will select one fraction card (½, ⅓, ¼, ⅙, 1/10, 1/100). The fraction that students
select will be determine how their group’s donut will be cut. For instance, the group that
selects the ½ fraction card, will have two large pieces, while the group that selects the
1/100, will have one hundred small pieces.
Procedure (step-by-step)
● The teacher will begin by stating the content objectives and having students restate
the objectives so they can know what they are expected to learn.
● I will proceed by asking a set of questions as a form of diagnostic assessment. Here,
my goal is to see what students know, do not know, and experiences they may have
had with fractions in their daily lives. For instance, I may ask students, “What is a
fraction? What is an example of how fractions are represented in real life? What
else do you know about fractions?”
● After having this class discussion, I will share with students that today we are going to
explore fractions with a donut activity!
● I will divide students into 5 groups. These groups have already been predetermined. I
will call out the names of the first group to let them know that they will be part of
group 1. These students will sit at a designated place in the classroom. This process
will be repeated with groups 2, 3, 4, and 5.
● Once students have been placed in their groups, I will let students know that they will
be given 10 seconds to decide which fraction card they will get. This fraction card will
determine the size of each piece of their group’s donut. After students have thought
about which fraction card they will get, I will let the group leader grab a fraction card
(these fraction cards will be placed at the front of the classroom). I will repeat this
process until every group has a fraction card.
● Once groups have their cards, I will ask the class, “Who thinks they have the largest
part of a donut?” I will not reveal anything at this point. I will simply have them
consider their choice and predict who has the best card.
● I will start with the group who selected the ¼ fraction and cut the donut into four
equal parts and give each group member ¼ of the donut. During this process I will
introduce the vocabulary numerator, denominator, and unit fraction. Using the
vocabulary in context creates meaning for students. ( Here I will ask students to
remind me what the content objectives were for the lesson. )
● I will repeat this process for the ⅓ group. Before slicing the donut, I will ask students
to predict if this group will have larger or smaller pieces than the ¼ group and explain
their thinking. For instance, if students say that the ⅓ group’s donut pieces will be
larger than the ¼ group’s, I will ask them, “How do you know that?” (Thumbs up if
we agree or disagree with this student’s statement?”
● I will repeat this same process for ½, ⅙, and 1/10.
● When it is time to cut the 1/100 piece, I will cut the 1/10th piece and slice it into 10
tiny slivers.
● At the end of the exploration activity, I will ask students who got the biggest piece
and who received the smallest piece. “Was it what you thought at the beginning?”
● After we are done with the explore activity, I will go over the content objectives once
again to let students students know what they are learning and expected to learn.
● Next, we will do a whole group guided instruction activity using the Exploring Unit
Fractions Handout. I will use the projector so students can see what I am doing. We
will complete the handout together. Students will color ONE piece of each sliced
donut. I will remind students that when only ONE part is shaded, the fraction is called
a unit fraction.
● After students have shaded one piece of each sliced donut, they will write the fraction
that names the shaded part. Here, I will ask students to remind me what the
numerator and denominator tells us.
● At the end of whole group guided instruction activity, students will be in stations
using the format MATH to help them. (Math facts, At your seat, Teacher’s choice,
 and Hands on).
● I will explain what each group will be doing at each station. Students will be in the
same groups they were in during the donut activity. Group 1 will start at the Math
Facts station where they will be on 4.4 Math Teks on Education Galaxy. Group 2 will
be at the At Your Seat station. Students will be completing the fractions vocabulary
handout and their problem of the day. Group 3 and Group 4 will be at the Hands On
station. Group 3 will be playing the Remainders game while group 4 will be playing
the fractions game. Lastly, group 5 will be at the Teacher Table station. Here students
will exploring with fraction bars.
● At the teacher table station, I will be going over the vocabulary we went over during
the explore lesson (numerator, denominator, and unit fraction). In addition, I will ask
students how many ½ bars does it take to cover the 1 bar. I will have students cover
the 1 bar with two ½ bars to demonstrate their answer.
● I will repeat this same process with ¼. “How many ¼ bars does it take to cover the
whole, and how many ¼ bars does it take to cover the ½ bar?”
● This process will be repeated with eights. “How many ⅛ bars does it take to cover the
whole, and how my ⅛ bars does it take to cover the ¼ and ½ bar?”
● Finally, I will ask students to model the 1/10 with fraction bars.
● After students have explored with fraction bars, I will give them two fractions written
on a whiteboard, and have them compare the two fractions using the <, >, or =
symbol.
● After 15 minutes, groups will rotate clockwise and move stations.