MSP Lesson Plan Format: Direct Instruction

(For use in EDTE 520)

Candidate Name: Sarah Anderson Date/Time: 9/22/2018
Grade Level: 4 Content Area: Math Estimated Lesson Length: _45 minutes___
Setting (choose one): ( x ) whole class ( ) small group ( ) Individual
Co-Taught Lesson: ( ) yes ( x ) no Co-Taught Strategy Used (if applicable): ______________________________
MAIN CONCEPT/BIG IDEA (Essential understanding you expect students to know as a result of this
lesson.)
Comparing equivalent fractions. Explaining why a/b is equivalent to a fraction (n x a)/(n x b)

RATIONALE (Why is this concept and/or skill important for students to learn/be able to do?)
Students will need to understand how to use fractions when they get to more advanced math classes
in High School and College. It is also important to understand equivalent fractions when cooking and
baking to be able to alter a recipe or make sure the right amount of an ingredient is used. Fractions
and equivalent fractions are used frequently in a person’s life.

STANDARDS (*See link at the bottom of the template.)

CCCSM.4.NF.1
Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction
models, with attention to how the number and size of the parts differ even though the two fractions
themselves are the same size. Use this principle to recognize and generate equivalent fractions.

OBJECTIVE/S (Students will be able to ……)

https://education.ohio.gov/getattachment/Topics/Teaching/Educator-Evaluation-System/How-to-
Design-and-Select-Quality-Assessments/Webbs-DOK-Flip-Chart.pdf.aspx
Students will be able to correctly illustrate and label equivalent fractions on a given worksheet.

ASSESSMENTS (How will you know students met the learning objective? How will you assess student
learning during the instructional sequence?)
Summative: The teacher will collect and grade the worksheet to check for 100% accuracy and
understanding.

Formative: The teacher will stop and check for understanding during the lesson using the
thumbs up and thumbs down method. Students will also be asked to discuss with a partner to
check for understanding. They will be using ‘traffic light cards’ to show their level of
understanding during the lesson. Green cards means they completely understand the topic,
yellow means they still have some questions, red means they do not understand.

ACADEMIC LANGUAGE DEMAND (A brief narrative that visualizes how students will participate in
this lesson. What are students being asked to do in this lesson, and how are they using language to
accomplish that? How will students collaborate for meaningful interaction, interpret and/or spoken
text, and produce evidence of their learning?
Students will complete a written worksheet with illustrations. Student will speak and listen to other
students as well as the teacher to check for understanding. Students will read information presented
by the teacher and on the worksheet.
CONTENT VOCABULARY (List the key vocabulary and/or phrases students need to understand in
order to have access to the content.)
 Fraction
 Equivalent
 Number
 Size
 Parts
 Numerator
 Denominator
 Part of a whole
 Multiplying
 Dividing

STRATEGIES/TECHNIQUES TO SUPPORT ACADEMIC LANGUAGE DEVELOPMENT (Given the

identified academic language demand, how is this lesson being adapted? How is it being scaffolded for
the targeted language proficiency level of your students? List strategies for supporting students’ use of
academic language such as word walls, sentence frames, realia, pictures, go kinetic, choral response,
etc.)
The teacher will be using pictures, visual representations, sentence starters, and sentence frames to
make sure students understand the language demand for the lesson. The worksheet will have
diagrams to represent fractions that students will be able to color in. The students will also have a list
of vocabulary words needed for the speaking portion of the lesson.

STRATEGIES FOR ENGLISH LANGUAGE LEARNERS (Which SDAIE strategies will you use?)
http://www.supportrealteachers.org/strategies-for-english-language-learners.html
Using the information from the students ELPAC, the teacher will be able to determine what level they
are at and where they may need additional help and guidance. Using pictures and diagrams will
eliminate some of the need for language use and show the student still understands the concept.

STRATEGIES FOR STUDENTS WITH SPECIAL NEEDS (List accommodations and/or modifications
specified in IEPs, 504 Plans, etc.)
Hearing impairment (the student wears a hearing aid during class): Make sure the student is sitting
closest to the front during the lesson. Also, make sure the teacher is wearing a microphone when
speaking to the student or to the whole class.
Other accommodations: more visuals, handouts, and easier fractions to work with.

TASK ANALYSIS (What should students already know and/or be able to do BEFORE engaging in this
lesson?)
The student should know how to color within the lines, write a fraction, and understand
multiplication and division at a 4th grade level.

INSTRUCTIONAL SEQUENCE: (The components in the instructional sequence should be written as

explicitly described steps that clearly communicate the actions taken. Anyone reading through the steps
in the instructional sequence, such as a substitute teacher, should be able to execute the lesson smoothly,
including facilitating the transitions between components and applying formative assessments.)
Introduction (How will you introduce the objective and rationale of your lesson? How will you “hook”
them?)
I will start the lesson by playing a song about equivalent fractions, then have the students play with
fraction cubes to get them excited about the topic. By the end of the lesson, students will understand
how to compare equivalent fractions. I will challenge them to try to make equivalent fractions with
the cubes. To guide them, I will use sentences like, “How many 1/8 blocks does it take to equal ½?
What about ¼? Are these equivalent?”
 Play equivalent fraction song
 Define equivalent for the students, showing them in the front of the class with the cubes which
ones are equivalent. Also explaining with visuals and sentence frames that: “Equivalent
Fractions have the same value, even though they may look different.”
 Have students play with fractions cubes to try to make equivalent fractions
 Have them show a partner the combinations they make to check for understanding
 Using traffic light cards on their table, have students show their level of understanding.
Green side means they fully understand, yellow means they still have some questions,
and red means they are completely lost.

Activate Prior Knowledge and Skills (How will you engage prior learning, e.g., “Think back to
yesterday when we learned…”)
 Have students talk with a partner about things they know about fractions so far
 In a notebook or journal have students write down (3) things they learned, (2) things
they found interesting, and (1) question they still have
 Using popsicle sticks ask students 1 thing they wrote in the notebook

Teacher Modeling (I do it. How will you demonstrate or model the skills, strategies or required
understanding to meet your objective? How will you check for understanding?)
 Use a projector camera to show the students a chart with fractions
 Demonstrate fractions equivalent to ½ by coloring in the chart shown in Figure 1
 Example why each one is equivalent using the model a/b is equivalent to (n x a)/(n x b)
 Check for understanding using thumbs up/thumbs down

Guided Practice (We do it. How will you practice the skills, strategies or understanding as a group?
What formative assessments might you use? What evidence will you collect to determine student
understanding?)
 Pass out a worksheet with rectangles student can color to represent each fraction
 Complete the first questions with the students: What is equivalent to 2/3?
 Have students color in 2/3 with you
 Have students multiple 2 to the numerator and denominator (n x a)/(n x b) n=2
 Check for understanding by having students ask a partner what the equivalent fraction should
be
 Write 4/6 in the space provided with the students and color in the other rectangle showing
they are equivalent
 Check for understanding by asking the class for a thumbs up if they also wrote down
4/6 or thumbs down if they got a different answer
 If they understand move on, if not I will do a few more examples
 After a few examples have students use their traffic light cards to check for
understanding
Independent Practice (You do it. How will your students practice what they learned?)
 Review the directions with the class
 Have student independently complete the worksheet
 Teacher will answer questions for students who are struggling

Lesson Closure (How will students revisit and review what they learned during the lesson, such as
paraphrase, whip around, summary paragraph, numbered heads together, sentence frames, the three
W’s of what, why and how, etc.?)
 Have student talk with their desk partner about what they learned today about
equivalent fractions
 Using popsicle sticks or a raised hand I will ask the student to tell me what an equivalent
fraction is or what they learned today
 Go over the worksheet with the students to check for understanding. Ask the students for the
answers

CONTENT EXTENSIONS (How will you challenge students who finish early? How will you meet the needs
of students who are identified as GATE or need an extra challenge?)
Challenge students who finish early to come up with 1-3 more equivalent fractions for each question.
Challenge them to see if they can come up with their own.

CONTENT INTEGRATION (How could you connect your lesson to other content areas?)
Coloring shapes and diagrams can be linked to Visual and Performing Arts content. Answering with
complete sentences and listening can be linked to English Language Arts.

SOURCES (Cite all sources used in planning and implementing this lesson. List sources in APA format.)
California Department of Education. (2013). California Common Core State Standards. Mathematics.
Retrieved from: https://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf

Inspiration 4 Education. (n.d.). Equivalent Fractions Booklet. Retrieved from:

https://www.teacherspayteachers.com/Product/Equivalent-Fractions-Booklet-2872805

MATERIALS AND SUPPLIES NEEDED

Worksheet with charts
Color pencils/crayons
Fraction cubes
Projector camera

PERSONAL TEACHING FOCUS (List the area(s) you want your university supervisor to focus on during
the observation.)

*Use this link to access the Standards across all content areas:
https://www.cde.ca.gov/be/st/ss/index.asp

Figure 1

Figure 2- Worksheet Example

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