USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:

Group
4th
Math/Simplifying Fractions Size:
Whole
Class
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

Name: Jacqueline De Jesus

Date of Lesson: 11/3/16

Lesson Content
MACC.4.NF.1.1- Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by
using visual fraction models, with attention to how the number and size of the parts differ
even though the two fractions themselves are the same size. Use this principle to
recognize and generate equivalent fractions.

Big Ideas: A simple way to find an equivalent fraction is to put the given fraction in
simplest form.
Putting a fraction into simplest forms involves using factors.
Essential Questions: How can you write a fraction as an equivalent fraction in simplest
form?
How do you know when a fraction is in simplest form?

Given a review of homework and an introduction to 6.3 notes, students will be able to
understand how to write, identify, and generate equivalent fractions in simplest form with
few errors.
Given the notes, students will work in groups to solve word problems in which they are
putting fractions into simplest form with little to no errors.
Given their past knowledge on factors, students will be able to use factors and the GCF
(greatest common factors) in order to put a fraction into simplest form with few errors.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
Group
4th
Math/Simplifying Fractions Size:
Whole
Class

Name: Jacqueline De Jesus

Date of Lesson: 11/3/16

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?

I am teaching this objective because students have just learned about equivalent
fractions and teaching them how to write a fraction in simplest form provides them with a
technique on how to generate an equivalent fraction.
This lesson will later be able to help the students find common denominators and
compare fractions in the future lessons.
This is an introduction to the lesson, which is why I am going over homework and notes
before students are split into groups, where they are placed to receive the help that they
need on this concept. I will know their needs by having them complete a problem
individually and then checking to see what their strength and struggles are before I
release them. The groups are as follows: little understanding (Teacher), medium
understanding (Me), and high understanding (student group).
I am teaching students how to simplify fractions by using factors. I am doing this because
students have already learned about factors and can use this previous knowledge to
assist them.

Evaluation Plan- How will

you know students have
mastered your objectives?
Address the following:
What formative evidence

I will know that students have mastered my objectives if they are engaged and active
participants of the lesson. This means that students are actively engaged in the
introduction discussion, notes on 6.3, and group activity on 6.3 reading notes, which
helps students to fully understand how to simplify a fraction and how in doing this they
are creating an equivalent fraction.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
Group
4th
Math/Simplifying Fractions Size:
Whole
Class
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?

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?

Name: Jacqueline De Jesus

Date of Lesson: 11/3/16

Students will also be able to show and share their knowledge in the teacher/student led
groups. Based on their work and discussion of the word problems in the group, I will have
a better idea of what they are struggling with. This will help me better meet their
individual needs and assess their comprehension at the end of the lesson.

In order for a teacher to teach this material, the content knowledge needed includes an
understanding of fractions and what they represent. The teacher must also have
knowledge of factors and GCF in order to be able to show students how they can simplify
a fraction. The teacher must also be able to explain to students what simplest form
means and that it does not change the value of the fraction, but instead generates an
equivalent fraction. The teacher must also be able to explain that a fraction is in simplest
form when it can no longer be reduced. There are simple strategies that one can use to
assess this. The teacher must also be able to use the precise vocabulary needed in this
lesson for students to be able to comprehend it to the fullest. Such words include
simplest form, fraction, factors, GCF, equivalent fraction, and consecutive.
In order for students to successfully meet my objectives, the background knowledge
needed includes a knowledge of fractions, including an understanding of what they
represent and how to model them. It also requires students to understand what an
equivalent fraction is and what factors are.
I will ensure that students have this prior knowledge by doing summative assessments at
the end of the previous lesson in this chapter on fractions that discussed the above
concepts.
My learners are a group of fourth graders that are held to high standards and given high
expectations. My students are very diverse. I have two ELL students that recently moved
to the country. I also have students that are on various levels when it comes to math in
general.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
Group
4th
Math/Simplifying Fractions Size:
Whole
Class

Name: Jacqueline De Jesus

Date of Lesson: 11/3/16

I know that students are ready for this content because I feel that they did well and
mastered the previous lessons in the chapter.
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
address the following:
What Higher Order

When it comes to putting fractions in simplest forms, students might use multiples
instead of factors. They might also divide the fraction by a common factor instead of the
greatest common factor. In doing so, students will simplify the fraction but not
completely. Students must also remember that whatever they do to the denominator
they must do to the numerator in order for it to be accurate. Lastly, students must
understand that in putting a fraction into simplest form they are generating an equivalent
fraction.
Lesson Implementation
During this lesson I am giving direct instruction and modeling to the students when I am
introducing the notes. As I go through the problem I will also be leading a classroom
discussion on the concept of putting a fraction into simplest form. Students are then
released to do a problem independently in order for me to see their areas of strength and
weakness. Lastly, students will engage in group work to practice the skills introduced to
them and get direct help from peers, the teacher, or the intern.

Time
This
lesson
will
start at
12:15
and
last
approxi
mately

Who is
responsible
(Teacher or
Students)?
The
teacher is
responsible
for
introducing

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).
1. Welcome students and ask them to take out their
homework from last night.
2. Tell students the objective for todays math lesson: Today

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
Group
4th
Math/Simplifying Fractions Size:
Whole
Class

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?

an
hour.
At 1:15
no
matter
where
the
student
s are in
the
lesson
stop so
that
science
can get
started
.

the lesson
with notes,
discussions
, and
modeling a
problem to
the
students.
The
teacher
must also
place
students
into groups
where their
needs for
this lesson
can be
met.
The
students
are
responsible
for being
engaged
and
working the
entire time
in their
groups.
They must
be active

Name: Jacqueline De Jesus

Date of Lesson: 11/3/16

you will learn how to put a fraction in simplest form, which

will help you in creating equivalent fractions.
3. Pull out a name stick and ask that student to bring their
homework to the front and place it under the projector for
everyone to see.
4. Go over all of the problems with the students, constantly
going over any misconceptions or asking students to share
the various ways in which they came up with the correct
answer.
5. Have students put their homework away and setup their
math notebooks for the new section, which is 6.3.
6. Assess students prior knowledge through a mini
discussion. Ask the class the following questions: What
does simplest form mean? How do you put a fraction into
simplest form? How do you know when the fraction is in
simplest form?
7. Pass out 6.3 reading notes.
8. On the notes page do problem 2a for with the students.
When solving the problem show your active thinking and
explain your entire process. This will enable students to
understand how they should approach a similar problem on
their own.
9. Have students do 2b on their own. Ask students to raise
their hands once they finish.
10.Go around reviewing the answers and use this information
to determine which groups the student need to be in.
11.When done tell students that they will now be practicing
simplest form with word problems and in groups. Explain
that some students will work with the teacher, some with
you, and that there will be a group that works alone. State
the expectations of what the groups should look like and all
that must be accomplished in the groups.
12.Call out the groups and release them to specific work

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
Group
4th
Math/Simplifying Fractions Size:
Whole
Class

Name: Jacqueline De Jesus

Date of Lesson: 11/3/16

participant
s in the
group.

What will you do if

areas.
13.In the group the students and the teacher will spend time
going over the four word problems of 6.3. Depending on
the level and the needs of the group, the teacher or intern
is allowed to use various teaching strategies to help the
students be successful.
14.As the groups finish and have the students put this into
their math notebook.
15.Explain that tomorrow they will be practicing some more,
but this time individually.
a student struggles with the content?
If a student struggles with the content when they are doing the individual
problem, I will be able to determine which group they need to be placed in. The
group would most likely be led by the teacher or the intern so that they get
direct guidance. In the groups the students can help one another. If needed the
student can be pulled aside to get a further explanation or one on one
guidance. When engaging in one on one guidance the teacher should ask
questions to promote the thought process involved in putting a fraction into
simplest form.

What will you do if

a student masters the content quickly?

If a student masters the content quickly, they will be put in the student led
group. Where they are released to do the problems with direct guidance. They
will be able to focus more on the discussion aspect, which means they should
be justifying their answers to others and critiquing the reasoning of others. In
a way these students will serve as teachers for their group members.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This lesson connects to the interest and cultural background of students
because they seem to really enjoy the fraction concepts taught thus far. Also
the word problems that are being completed in the group relate to the
classroom experiences they have had. This makes the lesson more engaging

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
Group
4th
Math/Simplifying Fractions Size:
Whole
Class

Name: Jacqueline De Jesus

Date of Lesson: 11/3/16

and relatable to the students.

If applicable, how does this lesson connect to/reflect the local community?
This lesson connects to the local community because in life students will have
to know and understand fractions, what the term equivalent signifies, and
what the term simpler or simplest form means.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
For students who need additional challenge in this lesson they will work in the
student led group and practice their discussion/teaching skills. In addition,
they could each create their own work problem that involves using simplest
form. After they create a problem, they can then have their peers answer the
question.
How will you differentiate instruction for students who need additional
language support?
For students who need additional language support, I will go over the
terminology with them and allow them to use a dictionary as needed. They will
be allowed to use my model and the notes page as a reference when practicing
on their own. Some of the terms that they will need to comprehend include
simplest form, fraction, factors, GCF, equivalent fraction, and consecutive.
Students will also receive guidance in their groups from their peers. I can also
give them direct guidance if needed.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique

There is one student with constant behavioral issues who simply cannot work well in
student led groups. Thus, he will be placed in one of the groups that is led by the teacher
or intern.
One of the students also has a hard time keeping track of time and staying on task. Thus
throughout the lesson I will remind the entire class of time limits and keep them informed
as to where they should be at.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
Group
4th
Math/Simplifying Fractions Size:
Whole
Class

Name: Jacqueline De Jesus

Date of Lesson: 11/3/16

learners.)
Additionally, one student has a hard time keeping still when learning. For this student I
will let him sit in a rolling chair to keep him busy while he works with his group.
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Homework
Math Notebook
Pencil
6.3 Reading Notes and assignment
Projector