Fraction lesson plan PDF

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FRACTIONS GENERAL INFORMATION Lesson Title & Subject(s): Fractions - Math Topic or Unit of Study: Fractions Grade/Level:4th Instructional Setting: The lesson will take place in a fourth-grade classroom, students will work individually at their desk. The students are seated in accordance with student needs. The students will participate in a whole group discussion while the teacher models a fraction on the white board. They will then individually show a fraction using fraction circles.

STANDARDS AND OBJECTIVES Your State Core Curriculum/Student Achievement Standard(s): M.4.12.6 Identify parts of a whole with two, three, or four equal parts. .

Lesson Objective(s): Given three different fractions the students will use fraction circles to make three different fractions. Each student will be expected to how to identify the fraction and score 85% accuracy. Instructional Materials: Fraction circles White Board Tape

Resources: https://alsde.edu

INSTRUCTIONAL PLAN Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each): 1. Student Prerequisite Skills/Connections to Previous Learning: Student will need to understand fractions and how to represent a piece or pieces of a whole. Students should also be familiar with fraction circles.

2. Presentation Procedures for New Information and/or Modeling:

The teacher will tape fraction circles to the white board. The teacher will model one fraction for the students to have an example. The teacher will give each student a fraction and have them go to the white board and use the fraction circles to represent the fraction they were given. They will then explain how they got the numerator and the denominator to the class. When everyone has had a turn, the teacher will then have a group discussion comparing the fractions. Modeling: The Teacher will model how to use fraction circles to represent a fraction. The teacher will go to the board and show students how to represent ½ and ¼ using fraction circles. For example, she will show the students a fraction circle with eight pieces, she will then remove pieces to show the students how to show ½ then ¼. The students will also see that whole was represented by the fraction 8/8. She will model how to identify the parts of a fraction.

3. Guided Practice: The students will work on fractions. Each student will be given a set of fraction circles at their desk. The teacher will walk around the classroom and observe to see if all students are mastering fractions and parts of a whole.

4. Independent Student Practice: The students will be given a worksheet to serve as a quiz to make sure each student understands fractions and how to identify the parts of a fraction. The students will complete the worksheet by using crayons or colored pencils to shade in the parts of the whole fraction circle to represent each fraction given. They will be required to score an 85% to pass the quiz.

5. Culminating or Closing Procedure/Activity/Event: The teacher will ask the students to give examples of fractions, what items in their everyday life could be used as a fraction circle. For example, a pie or a pizza.

Instructional Strategy (or Strategies): Direct instruction and interactive discussion used in the lesson.

Differentiated Instruction Accommodations: For hearing impaired students, I will move them to the front of the room to see the board better while doing the fraction circles, they will also be given a printout to look at individually in their desk. For visually impaired students they will be allowed to have a printout with enlarged pieces to create fractions using fraction circles.

Use of Technology: Power Point, a white board, and computer for virtual fraction circles as well as hands on fraction circles.

Student Assessment/Rubrics: The student will complete a worksheet on fractions and how to break apart and identify fractions from a whole. The students mush score 85% to pass and to also let the teacher know if they understand the lesson.

D. Based on the “instructional materials” section of your lesson plan, explain how the lesson’s manipulative from part c will enhance student learning outcomes in mathematics. Include relevant examples from your lesson plan to support your claims.

The manipulative used will enhance student’s math learning outcomes because it will allow students another way to compare fractions. The objective of the lesson is to identify parts of a whole with two, three, or four equal parts. Example – Each student will observe while the teacher gives examples of how to use fraction circles on the white board. The students will then work independently practicing fractions using fraction circles at their desk. The teacher will observe while they work.

E. Based on the “instructional plan” section of your lesson plan, explain how the instructional strategies you provided encourage students’ development of critical thinking, problem solving, and performance skills in mathematics. Include relevant examples from the lesson plan to support your claim. The students will have to think critically during the group instruction to name things in their everyday life that can be divided into parts of two, three, or four equally. They will learn how to find the denominator and numerator by looking at the whole thing. Critical thinking – student will be asked to brainstorm and name other items that can be equally divided. Problem Solving – The students will work independently to solve fractions using fraction circles. The students will also be asked what other ways they can use this lesson in life, for example, sharing a pizza with friends. Performance skills in math - The students were each given a set of fraction circles to work with individually at their desk. They were expected to use the fraction circles to represent fractions that were given to them by the teacher. F. Based on the “instructional strategy” section of your lesson plan, explain how one researched based instructional approach is effectively used in your lesson plan. Include relevant examples form your lesson plan to support your claims. Direct Instruction is used to help students observe the teacher instructions and examples and complete the worksheet that will serve as a quiz. Each student is given an opportunity to ask questions. Example – The teacher gives examples and instructions for the students to complete assignments individually at their desk. The students will be given an opportunity to ask questions and the teacher will be available to assist students if they are not understanding the lesson....