Artifact #3: Math Learning Segment

In EDU 500, I had the opportunity to create a math learning segment in which I

completed four lessons plans on grade three fractions. Each of the lesson plans covered different

New York Common Core standards and Ontario math expectations. The learning segments were

designed to teach students about what fractions are, partitioning or sharing fractions, comparing

fractions, and equivalent fractions. Throughout the lesson plans, there were various activities to

help teach and demonstrate the concept of fractions and a lot of activities to help students

understand the material more thoroughly.

This learning segment highlights my ability to plan, instruct, and assess along with

having content knowledge. These lessons were thought out very carefully and built around what

my students were exposed to in the previous school year and what is expected of them to learn in

grade three with fractions. The planning process is time consuming however very beneficial and

crucial to the teaching experience. These lessons allowed me to think about not only the content

being taught but how I should go about teaching with my various students and abilities. When

planning, it is critical to make sure accommodations and modifications are made appropriately

for students with disabilities and students with individual education plans. This learning segment

allowed me to take into account many aspects of preparing a lesson and facilitating.

Connections to Standards

INTASC Standards

Standard #4: Content Knowledge

 The teacher understands the central concepts, tools of inquiry, and structures of the

discipline(s) he or she teachers and creates learning experiences that make these aspects of the

discipline accessible and meaningful for learners to assure mastery of the content.

4(h): The teacher creates opportunities for students to learn, practice, and master

academic language in their content.

NYS Code of Ethics for Educators

Principle 2: Educators create, support, and maintain challenging learning

environments for all.

Educators apply their professional knowledge to promote student learning. They know

the curriculum and utilize a range of strategies and assessments to address differences. Educators

develop and implement programs based upon a strong understanding of human development and

learning theory. They support a challenging learning environment. They advocate for necessary

resources to teach to higher levels of learning. They establish and maintain clear standards of

behavior and civility. Educators are role models, displaying the habits of mind and work

necessary to develop and apply knowledge while simultaneously displaying a curiosity and

enthusiasm for learning. They invite students to become active, inquisitive, and discerning

individuals who reflect upon and monitor their own learning.

The Ontario Ethical Teacher Standards

Care: The ethical standard of Care includes compassion, acceptance, interest, and insight

for developing students’ potential. Members express their commitment to students’ well-being

and learning through positive influence, professional judgment and empathy in practice.

P-12 NYS Common Core Learning Standards for ELA, Math and Social Studies
A. Standards:

3. NF.A.1 Understand a fraction1/b as a quantity formed by 1 part when a whole is

partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts

of size 1/b.

3. NF. 3. D Compare two fractions with the same numerator or the same denominator by

reasoning about their size. Recognize that comparisons are valid only when the two

fractions refer to the same whole. Record the results of comparisons with the symbols >,

=, or <, and justify the conclusions, e.g., by using a visual fraction model.

3. NF.3.B Recognize and generate simple equivalent fractions (e.g., ½=2/4, 4/6=2/3).

Explain why the fractions are equivalent, e.g., by using a visual fraction model.

Ontario Ministry of Educator Expectation

A. Standards:

Grade 3: Quantity Relationships-- Divide whole objects and sets of objects into equal

parts, and identify the parts using fractional names (e.g., one half; three thirds; two

fourths or two quarters), without using numbers in standard fractional notation.

Grade 4: Quantity Relationships-- Compare and order fractions (i.e., halves, thirds,

fourths, fifths, tenths) by considering the size and the number of fractional part (e.g., 4/5

is greater than 3/5 because there are more parts in 4/5; ¼ is greater than 1/5 because the

size of the part is larger in ¼.

Grade 4: Quantity Relationships-- Demonstrate and explain the relationship between

equivalent fractions, using concrete materials (e.g., fraction circles, fraction strips, pattern

blocks) and drawings (e.g., “I can say that 3/6 of my cubes are white, or half of the cubes

are white. That means that 3/6 and ½ are equal”).

ILA Standards
 Standard 2: Curriculum and Instruction

Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced

curriculum to support student learning in reading and writing.

TEAC/CAEP Claims 1-3

Claim 1: Medaille College graduates know the subject matter in their certification

area(s).

Council for Exceptional Children (CEC)

Principle 3: Promoting meaningful and inclusive participation of individuals with

exceptionalities in their schools and communities.

Math Learning Segment: Fractions

Lesson 1 of 4

Jasdeep Kainth

Medaille College

EDU 500

Dr. Susan Dunkle

February 24th, 2018

 Medaille College Department of Education
Lesson Plan

Teacher Candidate’s Name: Jasdeep Kainth Date: February 24th , 2018

Context for Learning (edTPA)

Where is the school where you are teaching located? City: Waterloo, ON, Canada

Grade level: 3 Number of students in the class: 24

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
Allow extra time to complete work along with simplify
Attention-Deficit Hyperactivity Disorder (ADHD) 1 instructions to complete tasks, provide preferential seating,
provide breaks when needed by the student, and check
frequently for student’s understanding.

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students
Teach the important terms that will be used throughout
English Language Learners 2 lessons by using tools such as visuals and graphic organizers,
group work, providing examples, reviewing material taught,
and checking for student’s understanding.

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
 Students
Allow extra time to complete assigned tasks, provide visuals
Autism 1 to help ensure level of understanding, provide verbal cues as
required, provide manipulatives for sensory purposes, and
check often for student’s understanding.
Lesson 1 of a 4 Day Learning Segment

Subject and Lesson Topic: Math: Review/Introduction to Fractions

Grade Level: 3 Lesson Duration: 40 Minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential
question, or topic within the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

The central focus of this learning segment is for students to learn how to identify fractions, partitioning of fractions, using fractions in the real
world, and the terminology used when working with fractions.

Knowing Your Learners

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

In grade 2, students were engaged in investigating using concrete materials, the relationship between the number of fractional parts of a whole
and the side of the fractional parts, regrouping fractional parts into wholes, and comparing fractions. Students were allow exposed to common
terminology (e.g., halves, thirds, fourths, etc.) to help develop an understanding of what fractions and parts of fractions look like.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Students will apply their knowledge on fractions from what has previously been learned. Students will be able to identify the two parts to a
fraction using the correct terminology. Students will develop a further understanding of fractions and parts of fractions and how they can be
shared. Students will gain a better understanding of how fractions are formed and how to correctly read fractions. Students will be assessed on
their prior learning in order to see where their learning and understanding levels are at in terms of the concept of fractions.

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook,
Task 1, Prompt 2b)

The students enjoy asking informational questions in regards to topic they like. When real life experiences are brought within the classroom,
students are more likely to grasp concepts better. By incorporating things such as pizza and treats such as candy bars, using those in lessons to
help teach to the topic of fractions, can increase the likelihood of understanding throughout the class.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will encourage my students to ask questions and allow them to explore the concept using manipulatives within the classroom or from outside
of school. By providing manipulatives and visuals, this will allow students to grasp concept and build on prior knowledge of fractions from
previous school years. I will use resources available to me to help with the instruction of fractions and to demonstrate the concepts with such
things as laminated pictures that represent fractions and other objects such as marbles, gems, colored plastic chips, etc.

Curriculum Standards

NYS: 3.NF.A.1
Understand a fraction1/b as a quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity
formed by a parts of size 1/b.

Ontario Curriculum Expectation: Grade 3: Quantity Relationships

Divide whole objects and sets of objects into equal parts, and identify the parts using fractional names (e.g., one half; three thirds; two fourths or
two quarters), without using numbers in standard fractional notation.

Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include statements
that identify what students will be able to do by
the end of the lesson and are aligned to the
standards identified above.
Students will be able to identify correctly what
a fraction is and understand that a fraction is an
equal share and part of a whole.
Using formal and/or informal assessment
tools, how will you evaluate and document
your students’ progress on each of the
objectives?
The teacher will assess students’
comprehension while using the whiteboard
answers, and activity worksheets. The answers
provided by students will help to determine
students’ level of understanding.
The teacher will make notes while walking
around and observing the students during the
activity (Appendix C)
If applicable, explain how you will adapt
assessments to allow students with specific
needs to demonstrate their learning.
(edTPA Task 1, Prompt 5b)
- The teacher will allow for group
work so students can collaborate
together and learn
- The teacher will frequently review
material
- The teacher will check often for
understanding of the material
- Allow extra time to complete tasks
provided
- Allow the use of classroom
manipulatives to demonstrate
understanding of concept

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and
practice the concepts (edTPA Task 1, Prompt 4d)
Function Identify The teacher will demonstrate how to identify fractions using many
Looking at your standards and real life examples to help with purpose and understanding of the
objectives, choose the one Bloom’s concept itself.
word that best describes the active
learning essential for students to
develop understanding of concepts
within your lesson.

Vocabulary Fraction The vocabulary will be presented throughout the lessons and
Key words and phrases students need Numerator learning segments. An anchor chart will be provided to students
to be able to understand and use Denominator within the classroom to reference as needed along with illustrations
 Whole fraction demonstrating the words. (Appendix A)
Equal parts

Syntax
Describe ways in which students will
organize language (symbols, words,
phrases) to convey meaning.
Students will be able to reiterate
their level of understanding by
describing the fractions created
while working together as a class
on the material shown.
The teacher will model and guide students through the process of
working through the steps of learning about fractions, how to
identify parts of a whole, the terminology, all prior to working
independently on the task.

Discourse
How members of a discipline talk,
write, and participate in knowledge
construction and communicate their
understanding of the concepts
Students will have the
opportunity to participate, both in
writing and discussion, in the
activity that is modelled by the
teacher in determining the
fractions.
The teacher will model and explain during the instructional portion
of the lesson on how to use discussion and written discourse in
regards to fractions and its uses. The teacher will engage students in
discussion if required for further explanation of the material.

Instructional Process Accommodations and/or Modifications

and/or Supports
Anticipatory Set/Motivator
Students with ADHD and Autism can
- The teacher will write the following fraction on the board, ½ and will ask the class if they access classroom sensory bin when
know what this number represents. required
- If students are able to identify the number as a fraction, then ask students to define what
they believe a fraction is. Student with ADHD can sit on the exercise
- The teacher will ask the students to state how many people in total are in the classroom. ball for added support
Have a student come up to the front and write the total number of people in the classroom.
- From there, the teacher will ask the class to stand and if students are wearing a black shirt, Anchor charts are available for students to
they will be asked to stand together and the rest of class will stand together. visually see the concept of fractions for
- The teacher will ask students to count how many students wore a black shirt and have a ELL students
 student come up to the front and write that number on the board above the total number of
people in the classroom. Commonly used vocabulary within the
- The teacher will draw the line in the middle of the numbers and state that the class just lessons will be displayed on anchor charts
created a fraction. in the classroom for easy and quick access
- “The purpose of today’s lesson is to understand the concept of fractions and recognizing
that fractions are pieces of a whole object.”
- The teacher will explain to the students that a fraction is part of a whole (a part of
something larger).

Instructional Procedures
Teacher will walk around the classroom
- The teacher will hand out mini whiteboards to each student along with a dry erase marker and review material being covered as
and eraser required by students
- Using the whiteboard, the teacher will write this scenario”Sam bought a big KitKat bar
with 6 pieces but only ate 2 pieces” Teacher will check for the understanding
- The teacher will draw a rectangle, showing 6 equal parts illustrating to whole chocolate bar of material while circulating classroom
and will color in 2 pieces illustrating 2 eaten parts (2/6).
- The next scenario “James ordered a medium pizza with 8 slices but they only ate 3” Utilize the gradual release model
- The students and teacher will draw a circle and ask the students to make 8 equal parts
(whole) and color in 3 parts (what was eaten) (3/8). Breaks will be offered to students with
- The teacher will ask the class if they know the two parts to a fraction (numerator (top)and ADHD before moving on to independent
denominator (bottom)) task
- The teacher will explain to the students that the numerator tells us how many pieces were
used from the whole and the denominator tells us how many pieces there are in total. Provide extra time to ELL and ADHD
- Teacher will ask students to put mini whiteboards, markers, and dry erase markers away students
and go back to their groups.
- While still in groups, the teacher will provide students in each group with candy (pack of
smarties), a paper plate, and dice.
- The teacher will then get the students to open the box of candy over the paper plate.
- The teacher will ask the students to count the total number of candies from the pack given;
the teacher will explain to them that this is the denominator (total number of candies in the
pack).
- The teacher will roll the die; the number that it lands on becomes the numerator.
 - The teacher explains that this is what a fraction looks like (the package of smarties is
considered a “whole” and the numerator is a portion of the “whole”).
- The teacher will model the activity to show more examples; teacher will show how to roll
for the numerator and how to roll for the denominator.
- The students will write out the fractions they roll.
- The teacher will observe the students completing the activity and ask questions along the
way (e.g., state the fraction, what is the numerator? What is the denominator?).
- The students will roll for 5 different fractions.
- Once the groups have completed their rolls, the class will gather to discuss the fractions
they came up with during the activity.
- Once the students have completed the activity, they will be provided with the handout
Fractions (Appendix B).
- On the handout, Fractions (appendix B), ask your students to look at the first example and
have them color 4 pieces of the rectangle. Together as a class, complete the first 3
questions.
- The teacher will then explain to the students that they just identified and colored part of a
whole object. The students will then go ahead and complete the remainder of the sheet.
- Allow the students to discuss what they have learned from the worksheet with their elbow
partners.

Closure
Provide extra time to ELL and ADHD
- To summarize, “Fractions are an equal share and part of a whole. Fractions are fragments students
or pieces of something bigger. We see fractions all the time for example, pizza slices,
pieces of pie, etc.”
- Teacher will ask students, “What have we learned today about fractions?” “What are the
two parts of fractions?” “Which part goes on top and bottom?”
- Teacher will ask some students to come up to the front and write a fraction on the
whiteboard.
- Students that are picked will need to identify the numerator and denominator of the
fraction presented and state the fraction.
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive
white-board images.

- Appendices A, C are attached as Word documents;

- Appendix B is a pdf https://www.education.com/download/lesson-plan/fractions-in-action/attachments/color-fractions.pdf
- Packs of smarties
- Mini whiteboards
- Whiteboard erasers
- Whiteboard markers
- Paper plates
- Dice
Appendix A

FRACTIONS

1 Numerator
Always on the top

4 Denominator
Always on the bottom

Fraction is read as:

One over Four

OR

OR

1 Quarter
Appendix C
 Understanding Fractions Assessment

Student Name Numerator/ Make Fraction Describe/State Additional Comments

Denominator Fraction
Math Learning Segment: Fractions

Lesson 2 of 4

Jasdeep Kainth

Medaille College

EDU 500

Dr. Susan Dunkle

April 7th, 2018

 Medaille College Department of Education
Lesson Plan

Teacher Candidate’s Name: Jasdeep Kainth Date: April 7th , 2018

Context for Learning (edTPA)

Where is the school where you are teaching located? City: Waterloo, ON, Canada

Grade level: 3 Number of students in the class: 24

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
Allow extra time to complete work along with simplify
Attention-Deficit Hyperactivity Disorder (ADHD) 1 instructions to complete tasks, provide preferential seating,
provide breaks when needed by the student, and check
frequently for student’s understanding.
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
Teach the important terms that will be used throughout
English Language Learners 2 lessons by using tools such as visuals and graphic organizers,
peer tutoring, group work, providing examples, reviewing
material taught, and checking for student’s understanding.
Teacher should notify the ESL teacher about what is currently
being learned within the classroom for extra assistance.
Students with Other Learning Needs
Other Learning Needs Numbers of Supports, Accommodations, Modifications
 Students
Allow extra time to complete assigned tasks, provide visuals
Autism 1 to help ensure level of understanding, provide verbal cues as
required, provide manipulatives for sensory purposes, and
check often for student’s understanding.
Lesson 2 of a 4 Day Learning Segment

Subject and Lesson Topic: Math: Partitioning of Fractions

Grade Level: 3 Lesson Duration: 40 Minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential
question, or topic within the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

The central focus of this learning segment is to identify, partition and compare fractions, along with identifying equivalent fractions and using
content specific terminology.

Knowing Your Learners

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

In grade 2, students were engaged in investigating using concrete materials, the relationship between the number of fractional parts of a whole
and the side of the fractional parts, regrouping fractional parts into wholes, and comparing fractions. Students were also exposed to content
specific terminology (e.g., halves, thirds, fourths, etc.) to help develop an understanding of what fractions and parts of fractions look like.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Students have previously learned about what fractions are and how to identify them as parts of wholes. Students are aware that a whole can be
broken down into smaller segments which will be the focus of the lesson below. Students have also been exposed to fractional terminology that
will be utilized through this lesson.
What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook,
Task 1, Prompt 2b)

The students enjoy asking informational questions in regards to topics they like. When real life experiences are brought within the classroom,
students are more likely to grasp concepts better and make better connections to the material being taught. By incorporating things such as pizza
and treats such as cake and chocolate bars, using those in lessons to help teach to the topic of fractions, can increase the likelihood of
understanding throughout the class and lessons.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will encourage my students to continuously ask questions and allow them to explore the concept of fractions through the use of various
manipulatives within the classroom and use real life items to demonstrate the concept to help with their understanding. By allowing for the use
of various manipulatives, students will become better engaged in the lesson and activities and are more likely to grasp the concept and scaffold
on what was previously learned. Students are familiar with the types of manipulatives that will be used to make better connections to the
material that is to be taught.

Curriculum Standards

NYS
3.NF.A.1
Understand a fraction1/b as a quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity
formed by a parts of size 1/b.

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

Ontario Curriculum Expectation: Grade 3: Quantity Relationships

Divide whole objects and sets of objects into equal parts, and identify the parts using fractional names (e.g., one half; three thirds; two fourths or
two quarters), without using numbers in standard fractional notation.
Objectives
Using Bloom’s Taxonomy, include statements
that identify what students will be able to do by
the end of the lesson and are aligned to the
standards identified above.
Students will be able to recognize that the
number of equal parts tells how many make a
whole by labelling unit fractions.
Assessment
Using formal and/or informal assessment
tools, how will you evaluate and document
your students’ progress on each of the
objectives?
The teacher will formatively assess students’
comprehension by reviewing previously
learned material on fractions and through the
“think, pair & share” time with partners
throughout the lesson and activity. The
answers provided by students will help
determine students’ level of understanding.
The teacher will informally make notes while
walking around and observing the students
during the activity (Appendix B)
Modifications to Assessments
If applicable, explain how you will adapt
assessments to allow students with specific
needs to demonstrate their learning.
(edTPA Task 1, Prompt 5b)
- The teacher will allow for group work
so students can collaborate together and
learn
- The teacher will frequently review
material
- The teacher will check often for
understanding of the material
- Allow extra time to complete tasks
provided
- Allow the use of classroom
manipulatives to demonstrate
understanding of concept
- Have an Educational Assistant or
volunteer scribe for students who need
additional assistance

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and
practice the concepts (edTPA Task 1, Prompt 4d)
Function Recognize The teacher will model how to recognize fractions using many real
Looking at your standards and life examples to help with purpose and understanding of the
objectives, choose the one Bloom’s concept itself.
word that best describes the active
learning essential for students to
develop understanding of concepts
within your lesson.
Vocabulary Fraction The vocabulary will be presented throughout the lessons and
Key words and phrases students need Numerator learning segments. An anchor chart will be provided to students
to be able to understand and use Denominator within the classroom to reference as needed along with illustrations
Whole Fraction demonstrating the words (Appendix A). The teacher will review/re-
Partitioning Fractions teach vocabulary from previous lesson if necessary.
Unit Fractions
Equal Parts
Unequal Parts
Whole
Halves
Thirds
Fourths
Sixths
Eighths

Syntax
Describe ways in which students will
organize language (symbols, words,
phrases) to convey meaning.
Discourse
How members of a discipline talk,
write, and participate in knowledge
construction and communicate their
understanding of the concepts
Students will be able to
demonstrate their level of
understanding by describing the
equal parts of a whole and label
the fractions created while
working together as a class on the
material shown.
Students will have the
opportunity to participate, both in
writing and discussion, in the
activity that is modelled by the
teacher in determining equal parts
of a whole.
The teacher will model and guide students through the process of
working through the steps of identifying and labelling fractions and
parts of whole and the terminology, all prior to working
independently on the task.
The teacher will model and explain during the instructional portion
of the lesson on how to use discussion and written discourse in
regards to equal parts of a whole and fractions. The teacher will
engage students in discussion throughout lesson to ensure
comprehension of the material covered.

Instructional Process Accommodations and/or Modifications

and/or Supports
Anticipatory Set/Motivator
Students with ADHD and Autism can
- The teacher will briefly review material taught to student from the previous day to refresh access classroom sensory bin when
their minds and get ready for today’s lesson (e.g., concept of fractions and previously used required (e.g., fidget toys, squishy ball,
vocabulary). etc.)
- The teacher will ask students where they see fractions in their day to day life.
- If students are stuck in identifying items, prompt them by showing them a chocolate bar Student with ADHD can sit on the exercise
(e.g., KitKat). ball for added support
- The teacher will ask students “how many pieces make up a whole KitKat bar?” 4
- The teacher will give 1 piece to a student and then ask students “what fraction of the Anchor charts are available for students to
KitKat bar do I have left?” and “what fraction of the KitKat did I give away?” ¾ and ¼ visually see the concept of fractions for
- The teacher will then state to the class that they just determined sharing/partitioning in ELL students
relation to fractions.
- “The purpose of today’s lesson is to understand the concept of partitioning fractions and Commonly used vocabulary within the
determining equal part of fraction which still involves a whole object.” lessons will be displayed on anchor charts
in the classroom for easy and quick access

Review daily picture schedule with student

with Autism

Instructional Procedures
Teacher will walk around the classroom
- While sitting at their desks, each student will receive 4 pre-cut square pieces of paper. and review material being covered as
- The teacher will instruct each student to take one of the square pieces and fold it in half. required by students
- Ask a few students to explain why it is in half and if anyone folded the square differently
than their elbow partners. Provide paper that is pre-folded for
- Using the document camera, the teacher will show a half in various ways students having difficulty
- The teacher will ask students “why is this called halves?” (student answers should be
along the lines of “two equal parts are called halves” or “two parts make up the Teacher will check for the understanding
whole”) of material while circulating classroom
- The teacher and students will label each section ½ as it represents ½ of the area of the
square that was folded. Utilize the gradual release model
- Teacher will state that this is how you state this representation “one part out of two’ and
 ask the students to repeat twice. Breaks will be offered to students with
- The teacher will ask 5 students to come up and post their square on the board. ADHD before moving on to independent
- The teacher will then have the students take second square piece of paper and fold it or task
draw line that shows 2 unequal parts.
- Ask students to demonstrate their ideas and how they know that these two parts are not Provide extra time to ELL and ADHD
equal. students
- The teacher will ask students why this square piece is not labeled as halves.
- The teacher will ask 5 more students to come up and post their square on the board. ELL students will only need to complete
- Through discussion, have the students differentiate and explain why the two groups are thirds and sixths and can work with a
different. Once this occurs, clearly label the sections as equal and unequal parts. partner; if struggling to grasp concept,
- The students will use their remaining two square pieces to create equal fourths and unequal students will work with the teacher.
fourths while labelling as they go.
- Students will “think, pair and share” with a partner how they came up with the equal Provide a First, Then card to show student
fourths and how they know that it is fourths. with Autism that a break was next after the
- Students will also “think, pair and share” about how they created an unequal fourths. lesson/activity
- Come together as a class and discuss a definition of fractions and what they are and are not
(e.g., fractions are equals parts of whole; they are not unequal parts of whole).
- The teacher will hand out plain index cards to each student and their independent task will
be to create and label what thirds, sixths, and eighths would look like, either by folding the
cards or drawing lines.
- The teacher will circulate and monitor students while completing the task to make sure
correct labelling is done and correct fractions are shown.
- Teacher will go around asking students questions to make sure students are grasping the
concept of equal parts of a whole.

Closure
Provide extra time to ELL and ADHD
- The class will gather together after the completion of the activity. students
- To summarize “fractions are equal pieces of a whole. We have learned a lot of new
vocabulary about fractions that we will continue to reference over the next few days”
- As an exit ticket, the teacher will ask students, “What was something new that you learned
about fractions today?” “Why can’t there be unequal parts to a whole?”
 - Teacher will thank students for their active participation in today’s lesson and encourage
them to think about fractions they may see around them.
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive
white-board images.

- Colored pre-cut paper squares

- KitKat Bar
- Plain index cards
- Pencils
- Rulers
- Anchor Chart (Appendix A- Pinterest) file:///C:/Users/Acer/Pictures/Fractions%20Anchor%20Chart.pdf
- Anecdotal Chart (Appendix B)

Appendix B
 Understanding Fractions Assessment

Student Name Numerator/ Make Fraction Describe/State Additional Comments

Denominator Fraction

References
Fraction Folding- Part 1. (2017). CPALMS Where educators go for bright ideas. Retrieved from

http://www.cpalms.org/Public/PreviewResourceLesson/Preview/27912
 Math Learning Segment: Fractions

Lesson 3 of 4

Jasdeep Kainth

Medaille College

EDU 500

Dr. Susan Dunkle

April 7th, 2018

Medaille College Department of Education

Lesson Plan
Teacher Candidate’s Name: Jasdeep Kainth Date: April 7th , 2018

Context for Learning (edTPA)

Where is the school where you are teaching located? City: Waterloo, ON, Canada

Grade level: 3 Number of students in the class: 24

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
Allow extra time to complete work along with simplify
Attention-Deficit Hyperactivity Disorder (ADHD) 1 instructions to complete tasks, provide preferential seating,
provide breaks when needed by the student, and check
frequently for student’s understanding.
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
Teach the important terms that will be used throughout
English Language Learners 2 lessons by using tools such as visuals and graphic organizers,
peer tutoring, group work, providing examples, reviewing
material taught, and checking for student’s understanding.
Teacher should notify the ESL teacher about what is currently
being learned within the classroom for extra assistance.
Students with Other Learning Needs
Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Allow extra time to complete assigned tasks, provide visuals
Autism 1 to help ensure level of understanding, provide verbal cues as
 required, provide manipulatives for sensory purposes, and
check often for student’s understanding.
Lesson 3 of a 4 Day Learning Segment

Subject and Lesson Topic: Math: Review/Introduction to Fractions

Grade Level: 3 Lesson Duration: 40 Minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential
question, or topic within the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

The central focus of this learning segment is to identify, partition and compare fractions, along with identifying equivalent fractions and using
content specific terminology.

Knowing Your Learners

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

In grade 2, students were engaged in investigating using concrete materials, the relationship between the number of fractional parts of a whole
and the side of the fractional parts, regrouping fractional parts into wholes, and comparing fractions. In the previous two lessons of this learning
segment, students were taught to identify fractions and work with fractional parts. They will build on their fractional knowledge base and work
with comparing fractions.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Students will apply their knowledge on fractions from what has previously been learned. Students will further develop an understanding of
fractions and how they can be compared. Students will be assessed on their prior learning in order to see where their learning and understanding
levels are at in terms of the concept of fractions along with continued use of content specific terminology.

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook,
Task 1, Prompt 2b)

The students enjoy asking informational questions in regards to topic they like. When real life experiences are brought within the classroom,
students are more likely to grasp concepts efficiently. By incorporating things such as pizza and treats such as candy bars and cakes, using those
in lessons to help teach to the topic of fractions, can increase the likelihood of understanding throughout the class along with their interest in the
material being taught.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will encourage my students to ask questions and allow them to explore the concept using manipulatives within the classroom or from outside
of school. By providing manipulatives and visuals, this will allow students to grasp concept and build on prior knowledge of fractions from
previous school years. I will use resources available to me to help with the instruction of fractions and to demonstrate the concepts with such
things as laminated pictures that represent fractions such as cakes.

Curriculum Standards
NYS: 3.NF. 3.D

Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid
only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions,
e.g., by using a visual fraction model.

Ontario Curriculum Expectation: Grade 4: Quantity Relationships

Compare and order fractions (i.e., halves, thirds, fourths, fifths, tenths) by considering the size and the number of fractional part (e.g., 4/5 is
greater than 3/5 because there are more parts in 4/5; ¼ is greater than 1/5 because the size of the part is larger in ¼.

Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include statements Using formal and/or informal assessment If applicable, explain how you will adapt
that identify what students will be able to do by tools, how will you evaluate and document assessments to allow students with specific
the end of the lesson and are aligned to the your students’ progress on each of the needs to demonstrate their learning.
standards identified above. objectives? (edTPA Task 1, Prompt 5b)
Students will be able to compare models of
different fractions with denominators of 2 and 4
to determine value.
The teacher will formatively assess students’
comprehension while completing worksheets
and informally using the whiteboard answers
at the end of the lesson. The answers provided
by students will help to determine students’
level of understanding.
The teacher will make anecdotal notes while
circulating around and observing the students
during the activity (Appendix E)
- The teacher will allow for group
work so students can collaborate
together and learn
- The teacher will frequently review
material
- The teacher will check often for
understanding of the material
- Allow extra time to complete tasks
provided
- Allow the use of classroom
manipulatives to demonstrate
understanding of concept
- Have an Educational Assistant or
volunteer scribe for students who
need additional assistance

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand,
use, and practice the concepts (edTPA Task 1, Prompt
4d)
Function Compare The teacher will model how to compare fractions using
Looking at your standards and objectives, many real life examples to help with purpose and
choose the one Bloom’s word that best understanding of the concept itself.
describes the active learning essential for
students to develop understanding of
concepts within your lesson.

Vocabulary Fraction The vocabulary will be presented throughout the lessons

Key words and phrases students need to Numerator and learning segments. An anchor chart will be provided
be able to understand and use Denominator to students within the classroom to reference as needed
Whole fraction along with illustrations demonstrating the words
 Equal parts (Appendix A). The teacher will review/re-teach
Compare vocabulary from previous lesson if necessary.
Less Than
Greater Than
Equal to

Syntax
Describe ways in which students will
organize language (symbols, words,
phrases) to convey meaning.
Discourse
How members of a discipline talk, write,
and participate in knowledge construction
and communicate their understanding of
the concepts
Students will be able to demonstrate
their level of understanding by
describing the comparisons between
fractions while working together as a
class on the material shown within a
worksheet.
Students will have the opportunity to
participate, both in writing and
discussion, in the activity that is
modelled by the teacher in comparing
fractions.
The teacher will model and guide students through the
process of comparing different fractions with
denominators of 2 and 4 and introducing any new content
related terminology, all prior to working independently
on the task.
The teacher will model and explain during the
instructional portion of the lesson on how to use
discussion and written discourse in regards to comparing
fractions. The teacher will engage students in discussion
if required for further explanation of the material.
Students can peer-tutor each other as needed throughout
the activity.

Instructional Process Accommodations and/or

Modifications and/or Supports
Anticipatory Set/Motivator
Students with ADHD and Autism can
- The teacher will begin the lesson by informally assessing students on material learned from the access classroom sensory bin when
previous two lessons. required
- “What are the two parts of a fraction?”
- “Can someone please come up and show me what one half looks like as a fraction Student with ADHD can sit on the
on the whiteboard?” exercise ball for added support
- Teacher will draw a circle and divide up into fourths; “Can someone please come up to
the whiteboard and show me what three fourths looks like?” Anchor charts are available for
- The teacher will hand out two pieces of paper squares to each student and ask the following students to visually see the concept of
 questions fractions for ELL students
- “Can you all show me using one piece of paper what an equal half looks like?”
- “Can you all show me using the other piece of paper what an unequal half looks like?” Commonly used vocabulary within
- Students will have a quick 2 minute body break to stretch and move before beginning lesson. the lessons will be displayed on
- Students will gather together on the carpet for a short story on comparing fractions anchor charts in the classroom for
- The teacher will begin the lesson with reading to the students “Fraction Action” by Loreen easy and quick access
Leedy.
- The teacher will take a quick survey and ask students if they like cake and which flavor of cake. Review daily picture schedule with
- Show students visuals of the two cakes (Appendix B). student with Autism
- The teacher will ask students to pick one piece of cake that came from a cake sliced into four
pieces and the other from a cake that was sliced into two pieces
- Have a class based discussion on how both cakes are the exact same size.
- The teacher will discuss with students that in order to pick a slice of cake from either of the
cakes, they need to examine each piece as a fraction and compare.
- “The purpose of today’s lesson is to understand the concept of comparing fractions and how
different fractions with different numerators and denominators can still be related. We will be
determining how to use comparison terminology including less than, greater than, and equal to
while working with fractions today”.

Instructional Procedures
Teacher will let students know that if
- The teacher will divide the two cakes into halves and fourths they need any terminology refresher,
- The teacher will then hold up a laminated picture of both slices and will write ¼ and ½ under to refer to the anchor charts in the
each slide displayed on the document camera. classroom.
- Students will be instructed to look at the denominators and sizes of each slice.
- Teacher will ask students “which fraction is bigger?” Teacher will walk around the
- Based on the class discussion, teacher will explain to the students that a bigger or greater classroom and review material being
denominator does not always mean a larger part. covered as required by students.
- The teacher will explain which slice is greater using an example such as 2/4 is not bigger than
1/1. Teacher will check for the
- The teacher will use the following example to demonstrate comparing fractions, 2/4 to 2/2 understanding of material while
- Through a discussion, the teacher will describe the values of each fraction compared to each circulating classroom
other and to the whole cake.
 - The teacher will use more examples if students need more clarification with the material that is Utilize the gradual release model
taught.
- The teacher will pick a student to hand out the worksheet “Cake Mania” (Appendix C) to each Breaks will be offered to students
student and another student to hand out scissors and glue sticks. with ADHD before moving on to
- Students will need to cut out the rainbow cake and ice cream cake pieces independent task
- The teacher will have students compare ½ of the ice cream cake and ¾ of the rainbow cake.
- Students will share with their elbow partner and write less than or greater than symbols to Provide extra time to ELL and ADHD
compare the fractions, 2/4 to ¾ students
- The teacher will demonstrate a few more examples off of the worksheet.
- Once the worksheet is completed, the teacher will hand out another worksheet called
“Comparing Fractions” (Appendix D) and complete the first question together as a class.
- To assist students with this worksheet, the teacher relate the models to the cake pieces students
previously worked with.
- Students can work with their elbow partners to complete the “Comparing Fractions” worksheet”
- The teacher will hand out mini whiteboards and whiteboard markers to each student while they
are working.

Closure
Provide extra time to ELL and ADHD
- The class will gather back together and have a discussion about what was learned during students
today’s lesson
- To summarize, “Comparing fractions can be tricky because we want to always pick what looks
like the bigger fraction due to the greater number but we must be careful and think rationally
about the fraction size. We have seen with our cake example that ½ is greater than ¼ even
though ¼ has the greater denominator”.
- The teacher will list a few more examples using the document camera and will have the students
correctly identify which fraction is greater than, less than, or equal to using symbols in order to
compare fractions.
- Students will hold up their whiteboards to demonstrate their level of understanding in regards to
comparing fractions.
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive
white-board images.
- Document camera
- Vocabulary Chart (Appendix A) file:///C:/Users/Acer/Documents/MEDAILLE%20FILES/EDU%20500%20Curriculum
%20Planning/Comparing%20Fractions%20Anchor%20Chart.pdf
- Laminated pictures of cakes/slices (Appendix B)
- Cake Mania Worksheets (Appendix C) https://www.education.com/worksheet/article/fraction-math-cake-mania/
- Comparing Fractions Worksheets (Appendix D) http://www.worksheetfun.com/fraction/fractioncomparison1.pdf
- Book (“Fraction Action”)
- Scissors
- Glue sticks
- Mini whiteboards
- Whiteboard markers

This is the book that will be read during the

anticipatory set of this learning segment to
the students.
Appendix B:
This picture would be
cut into 2 pieces
showing ½ and
laminated.
 This picture would be
Appendix B cut into 4 pieces to
demonstrate ¼ and
laminated.
Appendix E

Understanding Fractions Assessment

Student Name Numerator/ Make Fraction Describe/State Fraction Additional Comments

Denominator
 References

Cake Fractions (Google Images). Retrieved from http://www.sparklebox.co.uk/3071-3080/sb3076.html

Comparing Fractions Worksheet Grade 3. Google Images. Retrieved from

http://www.worksheetfun.com/fraction/fractioncomparison1.pdf

Fraction Math: Cake Mania. (2018). Retrieved from https://www.education.com/worksheet/article/fraction-math-cake-mania/

The Buzzy Teacher. (2015). Comparing Fractions Grade 3. Retrieved from http://thebuzzyteacher.blogspot.ca/2015/03/and-math-

anchor-charts-too.html
Math Learning Segment: Fractions

Lesson 4 of 4

Jasdeep Kainth

Medaille College

EDU 500

Dr. Susan Dunkle

April 7th, 2018

 Medaille College Department of Education
Lesson Plan

Teacher Candidate’s Name: Jasdeep Kainth Date: April 7th , 2018

Context for Learning (edTPA)

Where is the school where you are teaching located? City: Waterloo, ON, Canada

Grade level: 3 Number of students in the class: 24

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
Allow extra time to complete work along with simplify
Attention-Deficit Hyperactivity Disorder (ADHD) 1 instructions to complete tasks, provide preferential seating,
provide breaks when needed by the student, and check
frequently for student’s understanding.
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
Teach the important terms that will be used throughout
English Language Learners 2 lessons by using tools such as visuals and graphic organizers,
peer tutoring, group work, providing examples, reviewing
material taught, and checking for student’s understanding.
Teacher should notify the ESL teacher about what is currently
being learned within the classroom for extra assistance.
Students with Other Learning Needs
Other Learning Needs Numbers of Supports, Accommodations, Modifications
 Students
Allow extra time to complete assigned tasks, provide visuals
Autism 1 to help ensure level of understanding, provide verbal cues as
required, provide manipulatives for sensory purposes, and
check often for student’s understanding.
Lesson 4 of a 4 Day Learning Segment

Subject and Lesson Topic: Math: Equivalent Fractions

Grade Level: 3 Lesson Duration: 40 Minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential
question, or topic within the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

The central focus of this learning segment is to identify, partition and compare fractions, along with identifying equivalent fractions and using
content specific terminology.

Knowing Your Learners

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

Students have previously been taught how to identify fractions and fractional parts along with partitioning and comparing fractions. By having
taught these fractional skills, students will be able to identify and understand equivalent fractions. Students are familiar with many visuals and
examples of fractions and how they can be divided up into equal parts. Students have also been exposed to content specific terminology relating
to fractions from the previous lessons within this learning segment.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Students will apply their knowledge on fractions from what has previously been learned. Students will further develop an understanding of
fractions and use what they have previously learned and apply those skills to working with equivalent fractions. Students will be assessed on
their prior learning in order to see where their learning and understanding levels are at in terms of the concept of fractions. Students will be
exposed to content specific terminology relating to equivalent fractions.

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook,
Task 1, Prompt 2b)

The students enjoy asking informational questions in regards to topic they like. When real life experiences are brought within the classroom,
students are more likely to grasp concepts learned much better. By incorporating things such as pizza and treats such as candy bars, using those
in lessons to help teach to the topic of fractions, can increase the likelihood of understanding throughout the class. Majority of my students
receive pizza orders on a weekly basis so they will be able to relate today’s activity to real life objects.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will encourage my students to ask questions and allow them to explore the concept using manipulatives within the classroom or from outside
of school. By providing manipulatives and visuals, this will allow students to grasp concept and build on prior knowledge of fractions from
previous school years. I will use resources available to me to help with the instruction of fractions and to demonstrate the concepts with such
things as laminated pictures that represent fractions. I will incorporate worksheets that promote active participation of students as it relates to the
topic being covered.

Curriculum Standards

NYS: 3.NF.3.B
Recognize and generate simple equivalent fractions (e.g., ½=2/4, 4/6=2/3). Explain why the fractions are equivalent, e.g., by using a visual
fraction model.

Ontario Curriculum Expectation: Grade 4: Quantity Relationships

Demonstrate and explain the relationship between equivalent fractions, using concrete materials (e.g., fraction circles, fraction strips, pattern
blocks) and drawings (e.g., “I can say that 3/6 of my cubes are white, or half of the cubes are white. That means that 3/6 and ½ are equal”).

Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include statements Using formal and/or informal assessment If applicable, explain how you will adapt
that identify what students will be able to do by tools, how will you evaluate and document assessments to allow students with specific
the end of the lesson and are aligned to the
standards identified above.
Students will be able to evaluate and compare
equivalent fraction while using a visual
representation to demonstrate the meaning of
fractions.
your students’ progress on each of the
objectives?
The teacher will formatively assess students’
comprehension while completing worksheets
and whole class discussions. The answers
provided by students will help to determine
students’ level of understanding.
The teacher will complete anecdotal notes
while circulating the classroom during
independent work time.
needs to demonstrate their learning.
(edTPA Task 1, Prompt 5b)
- The teacher will allow for group work
so students can collaborate together and
learn
- The teacher will frequently review
material
- The teacher will check often for
understanding of the material
- Allow extra time to complete tasks
provided
- Allow the use of classroom
manipulatives to demonstrate
understanding of concept.
- Have and Educational Assistant or
volunteer scribe for students who need
additional assistance.

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and
practice the concepts (edTPA Task 1, Prompt 4d)
Function Evaluate The teacher will model how to evaluate and compare equivalent
Looking at your standards and fractions using many real life examples to help with purpose and
objectives, choose the one Bloom’s understanding of the concept itself.
word that best describes the active
learning essential for students to
develop understanding of concepts
within your lesson.

Vocabulary Fraction The vocabulary will be presented throughout the lessons and
Key words and phrases students need Numerator learning segments. An anchor chart will be provided to students
to be able to understand and use Denominator within the classroom to reference as needed along with illustrations
Whole fraction demonstrating the words (Appendix A). The teacher will review/re-
Equal parts teach vocabulary from previous lesson if necessary.
Equivalent Fraction

Syntax
Describe ways in which students will
organize language (symbols, words,
phrases) to convey meaning.
Students will be able to
demonstrate their level of
understanding by describing the
fractions created while working
together as a class on the material
shown and using worksheets.
The teacher will model and guide students through the process of
working through the steps of learning about fractions, how to
identify parts of a whole, the terminology, all prior to working
independently on the task.

Discourse
How members of a discipline talk,
write, and participate in knowledge
construction and communicate their
understanding of the concepts
Students will have the
opportunity to participate, both in
writing and discussion, in the
activity that is modelled by the
teacher in determining the
fractions.
The teacher will model and explain during the instructional portion
of the lesson on how to use discussion and written discourse in
regards to equivalent fractions. The teacher will engage students in
discussion if required for further explanation of the material.

Instructional Process Accommodations and/or Modifications

and/or Supports
Anticipatory Set/Motivator
Students with ADHD and Autism can
- The teacher will begin the lesson on equivalent fractions by playing a brief game of ‘Hang- access classroom sensory bin when
man” with the class which will ultimately spell the word PIZZA (teacher will give hints as required
needed if game takes too long).
- Once the game is over and students have discovered the word to be PIZZA, the teacher Student with ADHD can sit on the exercise
will then ask the students “how many of you like pizza?” ball for added support
- The teacher will ask students to think-pair-share with an elbow partner about what their
favorite toppings are on a pizza. Anchor charts are available for students to
- After approximately 2 minutes of discussion, the teacher will ask students “have you ever visually see the concept of fractions for
 ordered a pizza with two toppings?” ELL students
- The teacher will write the following on the whiteboard ½ pepperoni + ½ cheese= 2/2
which = 1 whole pizza. Commonly used vocabulary within the
- “The purpose of today’s lesson is to understand what equivalent fractions are and how to lessons will be displayed on anchor charts
work with them and building on what we have already learned about fractions.” in the classroom for easy and quick access

Instructional Procedures
Teacher will walk around the classroom
- The teacher will hand out a copy of the Pizza Fraction Worksheet (Appendix B) to each and review material being covered as
student. required by students
- The teacher will instruct the students to draw their own pizzas; they can make half and half
pizzas, make each slice the same, or make each of the slices different if they choose. Teacher will check for the understanding
- Students will be instructed to write their names on the back of each of their slices they of material while circulating classroom
have drawn and then cut their slices and place them on their desks.
- The teacher will ask the classroom recyclers to come around to collect the scraps Utilize the gradual release model
- The teacher will hand out a second copy of the Pizza Fractions Worksheet and instruct
students to pick one of their pizza slices and glue it onto their paper. Breaks will be offered to students with
- The teacher will also distribute a handout (Appendix C) and write on the line where it ADHD before moving on to independent
states “pizza I made” to write 1/8. task
- To get the students up and moving, the teacher will instruct students to go trade 2 slices of
their pizza with a friend and on the “pizza my friend made” students will write 2/8. Provide extra time to ELL and ADHD
- Students will then trade 1 slice with a girl, one slice with a boy, and the 3 leftover slices to students
trade with whomever they choose.
- Once students have collected enough pieces to make up their whole pizza, have students Review daily picture schedule with student
return to their desks and start gluing the pieces on to the Pizza Fraction Worksheet. with Autism
- Once gathered as a class, the teacher will model the remainder of the worksheet which
includes pizza that boys made x/8, pizza that girls made x/8, pizza that people in my group
made x/8, etc. until the total is 8 slices.
- The teacher will ask students if know how to simplify any of the fractions created with our
categories of pizza slices.
- The teacher will help guide students to simplify fractions by dividing by 2 and/or 4, and
discuss that the whole pizza which is a fraction of 8/8 equals 1 whole.
- The teacher will distribute the “Equivalent Fractions Worksheet” (Appendix D) to students
 to complete which will be utilized for assessment.

Closure
Provide extra time to ELL and ADHD
- The class will come together and the teacher will ask students about what they learned students
today.
- To summarize “we have learned that equivalent fractions are just simplified fractions that
are easier to work with. We have covered quite a bit on fractions and how we work with
fractions daily in our lives.”
- The teacher will ask, “Where else do we see fractions? Or “What other foods can we use to
help us understand the concept of fractions?”

List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive
white-board images.

- Glue
- Scissors
- Pencil
- Markers or crayons
- Definition Anchor Chart (Appendix A) file:///C:/Users/Acer/Pictures/Equivalent%20Fractions%20Anchor%20Chart.pdf
- Appendix B (Pizza Fractions Worksheet- 2 copies)
- Appendix C
- Appendix D (Equivalent Fractions Worksheet) http://www.k5learning.com/worksheets/math/grade-3-equivalent-fractions-chart-a.pdf

Appendix B PIZZA FRACTIONS

S

Appendix C NAME: ___________________________

Pizza I made: ________

Pizza my friend made: ________

Traded 1 slice with a boy: ________

Traded 1 slice with a girl: _________

Traded 1 slice with group member: _________

1 slice with ________________________: ________

1 slice with _______________________: _________

1 slice with ______________________: _________

References
Gregory, K. (2018). Fun Fraction Pizza. Retrieved from https://www.teacher.org/lesson-plan/fun-fraction-pizza/

K-5 Learning. Equivalent fractions. Retrieved from http://www.k5learning.com/worksheets/math/grade-3-equivalent-fractions-chart-

a.pdf