ED 345 Calvin University Teacher Intern Lesson Plan Template
Teacher Intern: Josh Moelker Date:
Grade Level: 4th/5th Flex Time / Conceptual Understanding / Dividing by fractions
Approx. time spent planning this lesson: *The template will expand as text is added.*
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: Creating story problems for dividing whole numbers by fractions.
Brief Context: Students are fourth and fifth graders at Evergreen Christian. The fourth graders are above grade level in
math and the fifth graders are at grade level. However, their teacher has determined that they would benefit from
additional instruction that builds conceptual understanding of operations with decimals and fractions.
Prerequisite Knowledge/Skills: Students will need to have a conceptual understanding of what a fraction is and
remember the fraction values that each pattern block represents.
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will: I will assess learning by:
1. Create a story problem based a situation in 1. Students’ ability to create a story problem based
which a whole number is divided by a unit a situation in which a whole number is divided by
fraction. a unit fraction.
2. Solve and represent situations in which a whole 2. Students’ ability to solve and represent a
number is divided by a unit fraction. situation in which a whole number is divided by a
unit fraction.
Standards Addressed in Lesson: (Include full standard.)
Instructional Resources:
Fraction blocks, paper, pencils, computer, projector.
Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.
This unit has been designed to help students develop their conceptual understanding of operations with fractions and
decimals because their teacher has determined a weakness in this area. Students are able to represent their answers
and thinking with any sort of manipulative or picture that works best for them.
DOMAIN 2: THE CLASSROOM ENVIRONMENT
BUILDING RESPECTFUL RELATIONSHIPS: (Note any specific ways in which you plan to establish rapport, build mutual
trust, monitor & maintain relationships. Consider student-teacher & student-student relationships.)
We spent part of the first day talking about how we are going to struggle during these flex time sessions and do a lot of
thinking about our thinking while will be hard. However, we learn best when we struggle. When a student is
experiencing cognitive overload, I ask them to walk and get a drink to clear the mind because I know from experience
that that is how to best deal with cognitive overload.
ORGANIZATIONAL ROUTINES: (Identify ways that you have intentionally organized time, space, materials, & students
to minimize disruptions and maximize learning.)
Students will have access to all the materials that they need (pattern blocks, pencil, and paper) at the table where we
start our lesson. If students think they would learn better at another table, they can move there with their supplies.
SPECIFYING & REINFORCING PRODUCTIVE BEHAVIOR: (Note how expectations are specified, productive behavior is
reinforced and disruptive behavior is redirected.)
When students are working hard and focused, I will walk up to them and tell them that I love to see their hard work,
effort, and focus on the task at hand. Any students who are not on-task will be asked if they are on-task or what they are
supposed to be doing.
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
Teacher Does Students Do
Have students solve the problem “Mr. M has 3 pans
1
of brownies. He wants to give students of a pan.
12
How many students can he give brownies to?
Go over answer. Ask student what they would write
if this were an equation.
Development: [It may help to number your steps with corresponding times.]
Teacher Does Students Do
During
Tell students that they have been solving word
problems that have to do with dividing a whole
number by a fraction. However today they will be the
ones creating a word problem from an equation.
1
Show them 5 ÷
4
Give students time to work on their story problem.
After
Hear students story problems.
Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
Teacher Does Students Do
Have students develop their own equation and story
problem based on it. Write this down on a notecard.
DOMAIN #4: PROFESSIONAL RESPONSIBILITIES
EVIDENCE OF PROFESSIONALISM: Being prepared for the lesson and dressing professionally
REFLECTION AFTER TEACHING THE LESSON:
