Teacher Education Lesson Plan Template

Teacher: Ms. Stacy Spivey Date: 2/28/19

Title of Lesson: Fractions Fun (Review) Cooperating Teacher: Ms. Regina Palasz

Core Components
Subject, Content Area, or Topic
Math - Geometry
Student Population
15 girls, 8 boys, 5 identified SPED
Learning Objectives
The students will be able to:
 Recognize and depict fractions using area, set, and number line models
 Write proper fractions

Virginia Essential Knowledge and Skills (SOL)

Math SOL 3.2
The student will
a) name and write fractions and mixed numbers represented by a model;
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.

VDOE Technology Standards

3.1 Demonstrate an operational knowledge of various technologies.
A. Use various types of technology devices to perform learning tasks.
 Use a keyboard, mouse, touchscreen, touchpad, and other input devices to interact with a
computer

English Language Proficiency Standards (ELPS)

N/A

Materials/Resources
- Chromebooks
- Promethean Board
- Nearpod
- BrainPop Jr.
- Writing Easel
- Fraction Nation

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS
YOU WANT FOR YOUR STUDENTS?
Check if Strategy Return
Used
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
5-7 min *Anticipatory Set
 TTW engage the students with a video on fractions from BrainPop Jr. called
“Basic Parts of a Whole”
(https://jr.brainpop.com/math/fractions/basicpartsofawhole/).
 TTW periodically pause the video to review certain topics using brief whole-
group instruction.
- TTW emphasize that with fractions, each part of whole is an equal amount.
- TTW note that a half is formed when a whole is split into two equal parts. TTW
also note that two halves make one whole. TTW illustrate this using an area
model. TTW then write a corresponding addition equation (1/2+1/2=2/2 or 1
whole).
- TTW reiterate how each part is equal after watching the portion of the video
about thirds.
- TTW ask the students why a fourth is considered a quarter after they see the
picture of the quarter (coin). TTW employ the accountable talk strategy to
discuss this question (I want each team to discuss why a fourth is also
considered a quarter. I will give each team 30 seconds and then we will share
our ideas altogether). If needed (especially after students are asked to share),
the teacher will use guiding questions/prompts to help students realize the
answer (How many quarters are in 1 dollar? What kind of model would this be?
Think about the activity we did with the skittles. If there are four quarters in one
dollar, then what fraction of our set would 1 quarter be?).
 Once the video is complete and all relevant components have been
addressed/expounded on, TTW have a student read a joke about fractions from
the page.
 TTW use this quick review to transition into the next portion of the lesson (Now
that we have reviewed fractions and it is fresh in your brain, let’s practice
identifying and writing fractions. Show me what you know).
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
1 min *State the Objectives (grade-level terms)
I can 1. I can identify fractions in an area, set, and number line model.
2. I can write fractions.
3. I can show a specific fraction using an area or set model.

N/A *Instructional Input or Procedure

 Instruction on writing fractions and identifying them using the various models
has been addressed in previous lessons. For this reason, this lesson will be
more review-based than instruction-based.
 TTW briefly give whole-group instruction on fractions during the anticipatory set.

Throughout *Modeling
 TTW model how to TTW model how to identify and write fractions in during the
anticipatory set using BrainPop Jr. video.
 TTW primarily reference students’ work when reviewing answers and
remediating. However, the teacher will use modeling during the independent
practice portion when heavier remediation is needed.
End of the *Check for Understanding
Lesson (1  TTW have students complete a self-assessment poll at the end of the Nearpod
min) lesson. This will allow the teacher to assess the student’s understanding.
 If desired, TTW may do an check for understanding after the anticipatory set
using thumbs up, thumbs down, or thumbs midway.

N/A *Guided Practice

 In previous lessons, students engaged in guided practice to comprehend and
retain how to identify and write fractions. As a result, this lesson will focus on
allowing students to independently practice these skills. This will allow the
teacher to assess their comprehension as well as what kind and level of
remediation is needed.
 Elements of guided practice will be utilized in the anticipatory set as the teacher
asks students questions about fractions and engaging them when writing them.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
30 min *Independent Practice
Nearpod Lesson -
https://app.nearpod.com/presentation?pin=041EAF2C43FC46A712C662C9C7E48BA8-
1
 TTW have students log onto their Chromebooks and enter the web
address for Nearpod (https://nearpod.com/). TSW enter the code
displayed on the Promethean board and join the live lesson.
 TTW cycle through each of the slides. TSW follow the instructions and complete
the activity on the slide before the teacher proceeds to the next slide.
 TTW read the instructions on each slide aloud. If needed, the TTW share
additional verbal instructions. If guidance is needed, the teacher will
address the individual students or the class. TTW use intentional
questions to guide the students.
 Slide 1: TSW fill in the blanks from the word bank to build the definition of
a fraction.
 Slide 2: TSW fill in the blanks from the word bank to define the numerator
and denominator. This will help students solidify their understanding of
each part of the fraction, allowing the teacher to remediate any
misunderstandings or confusion students have about them. TTW also
ask students to verbally share where each one goes in a fraction (i.e. the
numerator goes above the line and the denominator goes below the line).
 Slide 3: TSW match the name of the model with an image of it.
 Slide 4: TSW shade each polygon so that they match the fraction next to
it.
- TTW choose some students’ work to display and discuss the
correct answers.
- If time allows, TTW have students verbally name the polygons that
are shown in the activity before moving to the next slide.
 Slide 5: TSW write the fraction of parts that are shaded in the area
model.
- TTW display different answers, looking for students who may have
written fractions that are equivalent to 3/6 (i.e. 1/2). If students only
wrote 3/6, then the teacher will ask guiding questions to help them
make this connection (Look at our area model. Most of you wrote
the fraction 3/6, which is correct. Is there another fraction we could
write that would still be correct? What fraction is equivalent to it?).
 Slide 6: TSW type in the fraction of the area model that would need to be
shaded to make it whole. Once the students submit their answers, they
will be able to see each other’s responses.
- Before students submit their answers, TTW explain that they will
use a slash (/) to separate the fraction (mention that it is the same
key as the question mark).
- TTW have students explain how they found their answer.
- If time allows, TTW also demonstrate how they could write a
subtraction equation using the whole and the fraction of the area
model that is shaded by writing the equation on the easel (i.e. 8/8-
5/8=3/8).
 Slide 7: TSW write the fraction that represents the fraction of dragonflies
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 that are in the set. TSW be able to circle the dragonflies with the drawing
tool if needed.
 Slide 8: TSW write the fraction of shapes that are shaded underneath
each set. Once they identify which set is 5/8, they will circle it.
 Slide 9: TSW use two colors to shade in their sets. They get to choose
how many circles they want to shade with each color. After this, they will
write the corresponding fraction of each color in the set (TTW have
students write the fraction for each color in the same color used to shade
the set).
 For example, if a student colors 3 circles blue and 5 circles red, then they
would use blue ink to write 3/8 and red ink to write 5/8 (This allows
students to practice using these skills more independently with critical
thinking skills). TTW be able to assess the students’ work once they
submit it. TTW remediate as needed.
 Slide 10: TSW identify the fraction on the number line that is labeled.
Then TSW label the entire number line.
- TSW repeat this activity in Slide 11.
- TTW emphasize that students should be including a fraction for
the 0 and the whole.
 Slide 12: TSW type the number that would be in the denominator of the
fraction labeled on the number line
- TTW have students verbally share what the labeled fraction would
be.
 Slide 13: TSW answer if 1/2 and 4/8 are equivalent fractions and briefly
explain their reasoning.
- TSW have one minute to answer the question. If they have time
remaining, they will share two other equivalent fractions.
- TTW briefly facilitate a whole-group discussion about their
answers.
- TTW introduce how you can write an equal sign between the
fractions to show that they are equivalent.
 Slide 14: TSW write the fraction of pizza that each person ate. TSW circle
the fraction that is larger.
- TTW use this to briefly introduce the skills that they will be learning
in the next lesson about comparing fractions. TTW not introduce
the signs yet. TTW simply have students start thinking about how
they can compare fractions and identify which ones are smaller or
larger.
- TTW use this as a mini pre-assessment of students’
understanding of comparing fractions.

3 min Assessment
 Slide 15: TSW answer a self-assessment poll. This will allow the teacher
to recognize students’ level of confidence in identifying and writing
fractions.
 Slide 16: TSW complete a short quiz. TTW use the quiz to formatively
assess student’s performance. TTW compare the data from the quiz to
student’s self-assessments.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
  TTW be able to assess students’ performance throughout the Nearpod lesson
using the live/real-time feedback function. With this, TTW be able to recognize
the level of a student’s performance in regards to each skill and model.
 TTW also receive an email containing the data of student’s responses from the
lesson. This will serve as documentation and allow the teacher to further reflect
on which areas and students need remediation.

3 min *Closure
 TTW have students complete a verbal exit ticket using the think, pair, share
format.
 TTW have students think about one thing they know about fractions, and one
thing they still wonder about fractions.
 TSW pair up with their shoulder partners and share what they know and what
they wonder.
 TTW facilitate a brief whole-group discussion and ask 2-3 students to share
what their partner shared. If time allows, the teacher can ask more students
 After the lesson is complete, TSW continue independent practice during
independent task time using Fraction Nation.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

 Social learners will benefit from group discussions and think, pair, share.
 Kinesthetic learners will benefit from using the Chromebook’s touchpad to draw and the keys to
type.
 Audial learners will benefit from the BrainPop Jr. video, group discussions, and verbal
instruction/read-aloud of the directions.
 Visual learners will benefit from the BrainPop Jr. video, models, and images.
 SPED students and lower-achieving students will benefit from having the word bank for the fill
in the blanks, the ability to shade models when given the fractions, and how I can give specific
feedback or guidance as needed since each student is able to work independently. The
teacher can have them sit at an extra table with the cooperating teacher and/or (if available)
the SPED teacher so that they can receive specialized guidance.
 There are extra tasks (like the bonus question on Slide 13 and the option of Fraction Nation)
available for learners who are higher achieving.

Classroom Management Issues (optional)

 TTW be able to monitor students work by walking around the classroom. Also, the teacher will
receive the work that students complete. This will allow the teacher to see if any students are
not following directions on the Nearpod lesson.
 TTW use the “Rams-Rule” call and response chant to regain students’ attention as needed.

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part of
the lesson would you change? Why?
Overall, the lesson was a success and they were able to meet the objectives. Students were engaged
throughout the lesson, and the formative assessments reflected that the majority of students are
becoming more familiar with and proficient at identifying, writing, and representing fractions. Those
whose performance was lower than desired will receive remediation tasks during small groups. After
analyzing the data, the model that posed the most difficulty for students’ was the number line, so
remediation will primarily focus on reviewing this model.

One improvement that I will consider making is shortening the Nearpod lesson by removing or
adapting some of the slides. Although student’s remained engaged, the lesson exceeded the allotted

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
amount of time. Also, I believe it would be beneficial for students to be able to perform a different task
in addition to the Nearpod lesson that is more discussion-based or independently focused.

In regards to classroom management, I would briefly but specifically outline the expectations and rules
I have for my students when participating in the Nearpod lesson. During the collaboration activities,
students were submitting answers that were not relevant to the question in order to gain attention from
their peers. While there is a feature that allows the teacher to approve their submissions before they
are displayed, I would also engage in a conversation about how to be responsible and respectful
digital citizens so that students are aware of how to appropriately use the technology.

Finally, there was poor connection at the beginning of the lesson, so I was unable to use the BrainPop
Jr. video for the anticipatory set as planned. However, I was able to use a group discussion as well as
the easel to engage the students and prepare them for the review. I wrote a fraction and had students
define its parts. I drew area models and asked students to tell me which were accurate, allowing them
to identify that fractions are made of equal parts. Then, I asked students to name fractions. After this, I
wrote 1/4 on the easel and posed the question about it being called a quarter. I was able to facilitate
the discussion using the accountable talk strategy as planned. Likewise, I was able to draw the
quarters and guide students in a discussion on how it was a set model, review equivalent fractions,
and also practice writing simple equations of adding fractions to make a whole. In the case of
technological malfunctions, this could be considered an alternative approach to the lesson’s
anticipatory set.

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015