ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Kennedey DeRuiter Date: March 15, 2018

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Grade Level: 4 grade Subject/ Topic: Equivalent Fractions Cont. (3 day on
Equivalent Fractions)

Approx. time spent planning this lesson: 1 hour

DOMAIN 1: PLANNING & PREPARATION
Main Focus: Equal Fractions
Brief Context: After working with fractions as parts of wholes and with basic fraction vocabulary,
students will work to make equal fractions using different sized parts of a whole.

Prerequisite Knowledge/Skills: Reading, making equal parts, fraction vocabulary

Objectives:

CCSS.MATH.CONTENT.3.NF.A.3.A
Understand two fractions as equivalent (equal) if they are the same size, or the same point on a
number line

CCSS.MATH.CONTENT.3.NF.A.3
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their
size.

Assessment:
Worldview Integration: Learning fractions might be a tedious math task, but I will strive to make it
relevant and exciting as I value each students learning experience around this practical skill.

Instructional Resources: Everyday Mathematics

Universal Design for Learning Networks/Domains (see UDL Guidelines )

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Expression Multiple Means of
Representation Engagement
Options for Perception Options for action/interaction Options for recruiting
Worksheet interest
Activity with blocks

Options for Options for Expression Options for Sustaining Effort

Language/Symbols & Persistence
Writing Recording usage of
Talking vocabulary terms.

Options for Comprehension Options for Executive Options for Self-Regulation

Visually – images Function
Kinesthetically - blocks

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building students work together for
vocabulary activity, sharing with partners.

CONDUCT MANAGEMENT: Remind students of expectations of discussion, instruction:

raising hands before answering a question or listening quietly when receiving instruction.

PHYSICAL ENVIRONMENT: Students working at desks with partners.

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: THE LESSON
Motivation/Opening/Intro:
Joey and Cristopher come home from school to find a frozen pizza for them for dinner. Joey decides
he will have ½ of the pizza and Cristopher decides he will have 4/8 of the pizza. Who ate more pizza?

Draw a picture to represent what is happening.

(5-8 min)

Hand out chart and pattern block baggies.

Let students play with shapes for five minutes. Exploring and making shapes. Ask what do you notice
about how the shapes fit together or into each other.

Go over shapes in the baggie and label their fraction.

Do an example together to direct students. (how can we make one whole with our shapes)
Students work in partners.

I want to hear you using our fraction vocabulary (show list on doc cam)
If I hear you use any of these words in a sentence correctly, Ill make a tally and if we get to 30 tallies
____??

Walk around room and guide students with shapes.

Closure:
Finish lesson by talking about our observations from the activity. How many different ways could we
make One whole with our shapes?
How many ways could we make ½? Etc.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

CANDIDATE NOTED EVIDENCE OF PROFESSIONALISM: Addressing students as ‘class’
‘students’ ‘fourth graders’. Employ wait time, calling on different students, talking with a calm, patient
voice, dress professionally.
Fully prepared with materials and sufficient copies.