ED 345 Calvin College Teacher Intern Lesson Plan Template
Teacher Intern: Kennedey DeRuiter Date: March 12
th
Grade Level: 4 grade Subject/ Topic: What is a Fraction (parts of a whole or group)
Approx. time spent planning this lesson: 45
DOMAIN 1: PLANNING & PREPARATION
Main Focus: Introduction to basic fractions.
Brief Context: beginning section of an expanded unit on fractions.
Prerequisite Knowledge/Skills: basic addition, multiplication
Objectives:
CCSS.MATH.CONTENT.3.NF.A.1
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts;
understand a fraction a/b as the quantity formed by a parts of size 1/b.
Worldview Integration: Learning fractions might be a tedious math task, but I will strive to make it
relevant and exciting as I value each students learning experience around this practical skill.
Instructional Resources: Everyday Mathematics. Give Me Half!
Universal Design for Learning Networks/Domains (see UDL Guidelines )
RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Expression Multiple Means of
Representation Engagement
Options for Perception Options for action/interaction Options for recruiting
Pizza cutout Working with whiteboards interest
Written fractions writing Give Me Half! Book
Working with physical pizza Students thinking about a
circle. scenario in which they have
to share.
Options for Options for Expression Options for Sustaining Effort
Language/Symbols & Persistence
Options for Comprehension Options for Executive Options for Self-Regulation
Function
DOMAIN 2: THE CLASSROOM ENVIRONMENT
COVENANT MANAGEMENT: Relationship & community building students share with
partners, whole class discussions.
CONDUCT MANAGEMENT: Remind students of expectations of discussion, instruction:
raising hands before answering a question or listening quietly when receiving instruction.
PHYSICAL ENVIRONMENT: Students sit in front of room and move back to individual desks.
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: THE LESSON
Motivation/Opening/Intro:
After READY transition, call students to the front by row. Students do not need a pencil or any
materials, only listening ears.
Have students gather on the floor at the front of the classroom.
While we are reading, I want you to listen for a few things: (write on board)
1. How many pizzas are there?
2. How many people are sharing the pizza?
Read – Give Me Half! (3-9)
After reading, Turn to your partner and talk about what would happen if the kid’s cousin came and
also wanted an equal share of the pizza? (1 min)
Discuss: What would happen if the cousin came and also wanted an equal share?
(We would have to split the pizza into three pieces or THIRDS)
Draw a circle on the board.
Split the circle into three unequal parts. Does this look right?
No, why? The parts must be equal. Correct the parts to make them equal.
Read pages 10-15 to the group. What should the kids do now? What if two more people came by?
Have a student come up and divide the juice can into four equal parts.
On page 21 – What makes up the WHOLE pack of cupcakes? 2 cupcakes. If two people share the
cupcakes, how many equal parts are there? TWO equal parts. One equal part is how many
cupcakes? 1 cupcake.
What if four people wanted to share the cupcakes? How could they each get an equal part? (Draw on
the board two cupcakes with a circle around them to signify them as a WHOLE group)
Have a student come up and divide the cupcakes into four equal parts.
Write out the number sentence that could describe the cupcakes – how many pieces do we have?
Four
And if I take one of the pieces, what fraction could I use to represent my piece – ¼.
½ cupcake = ¼ of all whole.
What if there were 6 cupcakes and three people wanted to share them. How many equal parts do we
need to divide them into? (3 equal parts) so how many will each person get? (2 – draw a circle
around the three groups of 2.) who could shade in 1/3 of the cupcakes?
Conclude reading by having students think of a situation where they might have to share in equal
parts. Maybe it’s on the playground or at home or here at school. (30 sec.) Share with the group.
(15-20 min)
Transition students to desks: We are going to go back to our seats and you need to get a pencil out
and a scissors and ruler.
Hand each student a pizza cutout. Give students (3 min) to cut out the pizza.
Work through different scenarios with equal parts. Model first round.
The Pizza represents 1 whole. Two people want to share a pizza. How many pieces should we cut it
into?
2 equal parts
Demonstrate drawing TWO equal parts. Demonstrate a way NOT to do it.
What fraction can we write to represent one half of the pizza?
Write 1/2 on the board.
Why did we write one? Why did we write the two?
4 equal parts (repeat process with four equal parts)
Have students make the four equal parts. Call on a volunteer to model for the class using the doc
cam.
Why did we write a one? Why did we write a four?
What if you wanted two of the pieces? Write the fraction on your whiteboard that would show 2
fourths of the pizza.
8 equal parts (repeat with eighths)
work through
1/8
4/8
6/8
pass out exit ticket worksheet
Closure:
Review that a fraction is an equal part of a whole. This can mean a part of one thing or a group of
things.
DOMAIN #4: PROFESSIONAL RESPONSIBILITIES
CANDIDATE NOTED EVIDENCE OF PROFESSIONALISM:
All materials prepared. Addressing students patiently, by name, and as ‘fourth graders’
‘friends’ or ‘students’. Dress professionally, fully prepared with questioning strategies.
