USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math

3
Equivalent Fractions
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able

Group
Size: 18

Name: Samantha Beattie

Date of Lesson: Feb. 9,
2014

Lesson Content
Explain equivalence of fractions in special cases, and compare fractions by reasoning
about their size.
Understand two fractions as equivalent (equal) if they are the same size, or the same
point on a number line.
Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain
why the fractions are equivalent, e.g., by using a visual fraction model.
Express whole numbers as fractions, and recognize fractions that are equivalent to whole
numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4
and 1 at the same point of a number line diagram.
d. Compare two fractions with the same numerator or the same denominator by
reasoning about their size.
Recognize that comparisons are valid only when the two fractions refer to the same
whole. Record the results of comparisons with the symbols >, =, or <, and justify the
conclusions, e.g., by using a visual fraction model.
How can you use models to identify and compare equivalent fractions?

Students will be able to model, identify, and compare equivalent fractions using area
models and number lines with mastery.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
3
Equivalent Fractions
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge
is necessary for a teacher
to teach this material?

Group
Size: 18

Name: Samantha Beattie

Date of Lesson: Feb. 9,
2014

Students need the understanding of equivalent fractions as a foundation for their

future lessons of fractions.
For grade level three this is the highest level of learning for fractions.
I am teaching this way because I want the students to use the models to discover
themselves that fractions with different numbers as numerators and denominators
can be equivalent. Once they see the pattern it will be more relatable for them.
Students need to learn this concept for life skills as well as the lessons they will
learn as they further their education.

Formative evidence will be collected during the first activity in which student must
individually model the given fractions and then identify if the fractions are >,<, or
=. I will be able to assess each student by viewing their models.
Formative evidence will also be collected through collecting the students
completed work on pages 375-376 or their GoMath textbook.
Summative evidence will be collected at the end of the next lesson of equivalent
fractions since this is a two-day lesson. There will be a summative review two days
from this lesson and a summative chapter test three days after this lesson.

The teacher must know what a numerator, denominator, and unit fraction is. The teacher
must be able to model fractions themselves. The teacher must be able to explain the
equivalence of fractions.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
3
Equivalent Fractions
What background
knowledge is necessary for
a student to successfully
meet these objectives?

How will you ensure

students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?

Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to

Group
Size: 18

Name: Samantha Beattie

Date of Lesson: Feb. 9,
2014

Students must have mastered the previous sections of unit fractions, comparing
fractions with the same denominator, comparing fractions with the same
denominator, and fractions greater than one.
Diverse learners. One AGP. One ELL. One student with ADHD and ASD. Three
students with ADHD.
Some students are reluctant to speak out in front of the class and answer
questions, but after reviewing their classwork they have grasped the content.

Students may look at the denominator of the fraction and think the fraction with the
lower denominator is larger since they learned that while comparing unit fractions.
Lesson Implementation
Student centered inquiry, direct instruction, demonstration/modeling, and guided release.

Time

Who is
responsibl
e (Teacher
or
Students)?

8:40
Teacher/St
udent

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
The teacher will give students fractions to model on their desks with

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
3
Equivalent Fractions
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
What will you do if
What will you do if
Meeting your students
needs as people and as
learners

9:00
Teacher
9:05
9:20

Teacher/St
udent
Student

Group
Size: 18

Name: Samantha Beattie

Date of Lesson: Feb. 9,
2014

their manipulatives. Once they have modeled the fraction they will
go stand near the sign that shows if the first fraction given is >,<, or
= the second fraction.
Ask the students inquiry questions to see if the students notice
anything about the last fractions that are given to them. These last
fractions will be equivalent and leading questions will be asked to
see if the students notice the pattern.
Model the equivalent fractions on a number line on the board. Give
students fractions and call them up to plot the given fraction on the
number line.
Release students to work on their own pages 375 and 376.
*During the opening activity I will be able to view every students
model and assess they have mastered modeling the fractions. I will
be able to see which sign they stand by to assess their mastery
level of comparing the fractions.
*I will utilize my co-teacher to keep track of the students during the
activity as well as grazing around the room to exhibit proximity
control for the students that need support staying on task.

a student struggles with the content?

Assist the student with modeling and help talk them to the problem. If needed I will relate
the fractions to food since this seems to make fractions more relatable.
a student masters the content quickly?
Allow them to assist other students with the comparison.
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Math is a universal subject.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
3
Equivalent Fractions

Group
Size: 18

Name: Samantha Beattie

Date of Lesson: Feb. 9,
2014

If applicable, how does this lesson connect to/reflect the local community?
Math is a universal subject.

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
The students who need additional challenge during this lesson will receive the fraction
circles as their manipulatives to model the fractions when the other students have the
fraction strips.
How will you differentiate instruction for students who need additional
language support?
ELL is seated at the front of the room next to the teacher so I can keep a close eye on her
progress.
AG Proximity control
AK Proximity control and use of circle fractions.
MH Will visit him first once the students are released to work independently

Fraction manipulatives, ELMO, paper and marker (signs), GoMath textbooks, whiteboard
and marker, Ms, Weaver