Intern Name: Taylor Dody

Lesson Title (Subject/Topic): Mixed fractions, improper fractions and proper fractions
Grade: 3rd
Length of Lesson: 45 minutes
Date Taught:
LESSON PLAN TEMPLATE
In this lesson… students will be able to identify mixed fractions, improper
Overview fractions and proper fractions.
3.2 The student will
a) name and write fractions and mixed numbers represented by a model;
Standards of Learning b) represent fractions and mixed numbers with models and symbols; and
c) compare fractions having like and unlike denominators, using words and
symbols (>, <, =, or ≠), with models.
How can one differentiate mixed numbers, improper fractions and proper
Essential Questions fractions?

Students will be able to…

Objectives Identify the difference between mixed numbers, proper fractions and
improper fractions using model images
I can…
● identify mixed numbers, proper fractions and improper fractions
● sort mixed numbers, proper fractions and improper fractions into the
Learning Target correct category
● make a image to represent mixed numbers, proper fractions and
improper fractions
Necessary Prior Basic understanding of picture models
Knowledge
● Chromebook for the google slides presentation
● 3 pieces of paper
Materials ● 4 different color markers/crayons/pencils
● Scissors

Slides 1-4
● Video of Ms.Taylor talking to students and explaining the reason for the
lesson to watch (42 seconds)
Introduction/Hook ● Introduction Youtube video of mixed numbers, proper fractions and
improper fractions (1.34 min)
https://www.youtube.com/watch?v=VxpbMg_WASs
● Review of numerator and denominator on slide 4
Instructional Part One
● Explanation of mixed numbers, proper fractions and improper fractions
Activities & on slides with images to associate with the types of fractions
Strategies https://www.freemathhelp.com/numerator-denominator.html
https://www.mathsisfun.com/definitions/proper-fraction.html
https://tex.stackexchange.com/questions/309797/mixed-numbers-fractions-
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 with-big-integer-part-size

Part Two:
● Student will gather 3 pieces of paper, 4 different color
markers/crayons/pencils, and scissors
● The students will now cut out 3 squares of paper as headers and label
them, in different colors, mixed numbers, proper fractions and
improper fractions.
● The students will then use their scissors to cut out 9 smaller squares to
label the fractions on.
● Next the students will label the 9 squares with the following fractions;
4/8 6/3 2/1 4⅗ 2/9 8/3 1 3/7 2¼
2/9
● The students will then use their headers they had previously created to
sort the fractions into the correct category.
● Once the sort is complete the students will advance to slide 11 to check
their answers. The students can repeat as many times until they feel
comfortable.
● Lastly, the students will create a picture model of all 9 fractions. 3
examples are provided on slide 13 and submit an image of their
completed sort in Schoology
●
Key Vocabulary or Mixed numbers, improper fractions, proper fractions
Concept
Students will then capture a picture using his or her chromebook or another
Assessments device and upload it onto schoology through the folder labeled “Mixed
numbers, Improper fractions, and Proper fraction”
The students will then comment on one thing they learned today in a 3
Closure Activity sentence paragraph in the comments under the lesson plan submission

Accommodations
Images:
https://www.freemathhelp.com/numerator-denominator.html
https://www.mathsisfun.com/definitions/proper-fraction.html
Resources https://tex.stackexchange.com/questions/309797/mixed-numbers-fractions-
with-big-integer-part-size

Reflection on a Lesson Plan Taught

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Virginia Teachers for Tomorrow
Intern Name: Taylor Dody
Lesson Title (Subecjt/Topc): Math/ mixed fractions, improper fractions and proper fractions
Date of Lesson Taught:
Cooperating Teacher & School Kimberly Daniels, Linkhorn Elemetary
Grade:3rd
Time of Day:

1. What steps did you go through to create this lesson? With whom did you talk, discuss,
or edit your lesson?
Because this is unprecedented circumstances my resources were limited on advice from
my cooperating teacher and classroom knowledge I used my previous math teacher to
help me on general ideas based off of her classroom knowledge. Ms. Nardelli also edited
my lesson plan for more specific critics.

2. How did the SOLs and Objectives help focus your instruction?
The SOL objectives created a basic understanding of the road I should take my students
on in order for them to understand the concept as a whole and do well on the SOL.

3. What parts of the instructional plan worked as you anticipated?

Having students detach from their screens during the virtual learning worked well for the
students.,

4. What, if any, adjustments needed to be made once you began?

My adjustments included adding a submission for the students to submit a picture of
their completed assignment in the designated folder.Also, I included a closure
assignment for the students to summarize what they learned.

5. How well did you anticipate the materials needed?

I anticipated the materials well but the students do need to provide some of their own.

6. How effective was the assessment you chose to use? (If no assessment was used,
what will the future assessment be and how will you gauge its effectiveness?)

The assessment is a simple task for students to understand the importance of

completing the assignment.

7. To what degree do you feel that this lesson was a success? What evidence do you
have for the success of the lesson? (Hint: Student learning is the key to a lesson’s
success!)

I feel the lesson was success because the lesson is easy to follow and the students have
access to all materials necessary.

8. How did the time spent preparing for your lesson contribute to it’s success?

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
I belive so, because I spent many hours researching the lesson topic and videos on other
teachers teaching the subject. I also conferred with other teachers in order for my lesson
to succeed

9. If you could do this lesson again with the same students, would you do anything
differently? If so, what?
I think the closure activity may have been more of a formal assessment.

10. Any last comments/reflections about your lesson?

During the making of this lesson I learned so many new teaching styles and the time it
takes to construct the lesson and the basic knowledge of the topic.

Lesson Plan Assignment: Grade Sheet

Virginia Teachers for Tomorrow I

Intern Name: ______________________________

Refer to the comments written on your lesson plan for detailed feedback.
Needs a
Ready Your
few Incompl
to Scor
additions ete
Teach! e
or tweaks
Overview, SOLs, essential questions,
objectives (10)
Introduction/hook & closure (10)
Instructional activities (20)
Accommodations (10)
Assessment (5)
Vocab, materials, resources (5)
Supplemental materials, if applicable (5)
Total (65)

Taught Lesson Plan Grade Sheet

Virginia Teachers for Tomorrow II

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Intern Name: ______________________________Lesson #________

● Written (typed) Lesson Plan: _____/50

[See comments on LP]

● Supplemental materials: _____/10

Comments:

● Self-Evaluation: _____/15
Comments:

Total: _____/75

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)