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POP CYCLE I: LESSON PLAN

Pop Cycle II: Lesson Plan

YuFang Liu

Brooklyn College, CUNY

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GROUP PROJECT: LESSON PLAN
Lesson Plan: Direct Instruction

Lesson Title

● Equivalent fractions

Subject(s)

● Math

Standards

Math:
● NY-4.NF.3: Compare two fractions with different numerators and different
denominators.

Learning Objective(s) (What do you want the students to know, or be able to do, at the end
of the lesson?)

1. The students will be able to distinguish 2 fractions with different numerators and
denominators are equivalent using multiplication and division.
o These objectives align with Bloom’s Taxonomy levels of analyzing.

Instructional Materials

● paper
● Pencils
● Erase
● Worksheets

Purpose (Why are you teaching this topic?

● The purpose of learning [equivalent fractions] is to help students deepen

understanding of fractions by showing that different fractions can represent the
same quantity, so that allow for easier comparison of fractions.

Methods & Instructional Strategies:

Anticipatory Set (This is “the hook,” how you orient students to the lesson!)
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GROUP PROJECT: LESSON PLAN

1. Do you remember this? :Equivalent Fractions Song For Kids | 3rd Grade - 4th Grade

Concept Prerequisites (Key Concepts & Terminology/Definitions)

1. Knowledge of adding, subtracting, multiplying fractions and dividing whole numbers.

Review Prerequisites (Remind Students about related previous learned concept(s) and ask
a question!...This Activates Prior Knowledge!)

1. “Last time we learned how to multiply fractions.” (Concept)

a. “Who will tell us how this is done?” (Question)
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GROUP PROJECT: LESSON PLAN

Instruction of New Material: (Pick One)

● Explanation (Concept/Definition)
● Worked Example (Skill)
● Demonstration (Experiment)

● I do:Pop 2 math
o Part 1
▪ “ Today we are going to learn how to distinguish equivalent fractions
using multiplication. First I will show you how to do this.
▪ Does anyone know What is an equivalent fraction?
▪ A fraction that has the same value but has different numerator
and denominator.”

▪ Multiply:
▪ To find an equivalent fraction you multiply the numerator and
the denominator by the same number
o Part 2: example
▪ “Let’s take a look at this question: How do I find the equivalent fractions
of ⅜ if I know the numerator of the fraction is 9?

▪ In order to find the equivalent fraction I need to multiply the

numerator and the denominator by the same numerator.
▪ Step 1: I need to identify the non zero number that is
multiplying the denominator and the numerator of the fraction.
In this case, we need to ask ourselves, what number multiplied
by 3 gave us 9? Which is 3.
▪ Step 2: multiply the nonzero number that we find in step
1( which is 3) to the denominator/numerator of the fraction. In
this case we are going to multiply 3 to the denominator of the
fraction ⅜, so 3 x 8 = 24. Upon the multiplication we get a new
fraction 9/24. ”
▪ Example ?/49 = 2/7
▪ “ let’s take a look at another example:
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GROUP PROJECT: LESSON PLAN

▪ How do I find the equivalent fraction of 2/7 if I know the

denominator is 49?
▪ Step 1: I’m going to identify the nonzero number that is
multiplied by the numerator. So 7 times what number equals
49? Hmm, it’s 7.
▪ Step 2: I’m going to multiply the nonzero number that I found in
step 1( in this case is 7) to the numerator of 2/7 , so 2 x 7 = 14.
Upon the multiplication, we get a new fraction 14/49.”

▪ With example: 18/? = ⅜

▪ “Let’s look at the next example, How do I find identity the
equivalent fraction of 18/? if I know the the equivalent fraction
is ⅜ ?
▪ Step 1:I’m going to identify the nonzero number that is
multiplied by the numerator. So 3 times what number equals
18? Hmm, it’s 6.
▪ Step 2:I’m going to multiply the nonzero number that I found in
step 1( in this case is 6) to the denominator of 3/8 , so 8 x 6 =
48. Upon the multiplication, we get a new fraction 18/48.”

● We do
o Part 1( Student teach me how to do)
▪ With example ⅔ = ?/27 , “alright my friends you have seen enough
examples, now it is your turn to help me how to solve the next problem”
▪ “What would be my first step here?” (pick the student with a
silent hand.) “[student name] what should i do here?”
▪ student may answer: “step 1 : identify the nonzero number that
is multiplied by the numerator, which is 9 because 3 x 9 = 27.”
▪ “Excellent job [ student name ]” (teacher will give a thumb up to
the student. Meanwhile the teacher will write down what the
student just said.)
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GROUP PROJECT: LESSON PLAN

▪ “What is my step 2?” (select a student with a silent hand raise) “

yes, [ student name]”
▪ Students may answer: “you need to multiply 9 to the numerator
of ⅔, and you will get 18.”
▪ “Job well done [student name ]” ( the teacher will write down
what the student just said.)
▪ “So what is ⅔ equivalent to? Everyone should know the
answer”
▪ All students should said, “18/27”
▪ “Kiss your brain.”

▪ With example: ¼ = ? / 16, “alright guys, let try this one more time”
▪ What would be my first step here?” (pick the student with a
silent hand.) “[student name] what should i do here?”
▪ student may answer: “step 1 : identify the nonzero number that
is multiplied by the denominator , which is 4 because 4 x 4= 16.”
▪ “Great job [ student name ]” (teacher will give a thumb up to the
student. Meanwhile the teacher will write down what the student
just said.)
▪ “What is my step 2?” (select a student with a silent hand raise) “
yes, [ student name]”
▪ Students may answer: “you need to multiply 4 to the numerator
of ¼ , and you will get 4”
▪ “Job well done [student name ]” (the teacher will write down
what the student just said.)
▪ “So what is ¼ equivalent to? Everyone should know the
answer”
▪ All students should said, “4/16”
▪ “Kiss your brain.”
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GROUP PROJECT: LESSON PLAN

▪ Part 2 ( I help students with what to do)

▪ With example ⅝ = 30/? “ now as a class, you will work on this problem
with my help “
▪ “Step 1: identify the nonzero number that is multiplied by the
numerator” (teacher will walk around to check who’s done and
who need extra help)
▪ “Step 2:multiply the nonzero number that you found in step 1( in
this case is 6) to the denominator of ⅝”
▪ “Who wants to come up to the smart board and show us how
you solve this problem?”( select a student that has a silent hand
raise)
▪ “[ student name ] come on up”
▪ “ Does everyone have the same answer as [ student name]? “
▪ “great job everyone”

● You do :
o Part 1: now you try these 2 example on your worksheet with your partner:
▪ ⅖ = 6/?
▪ 28/? = 4/9
▪ “ raise your hand if you are done so we can check our work”
o Part 2: please do questions 3 through 10 by yourself
▪ Below average: small group working with me
▪ Average/advanced students: work independently.
o Part 3: swaps your work with a partner can check each other’s work
▪ I would be walking around the classroom to check if they need help
after I finish with my small group.
▪ After making sure that everyone is done with the work I will select some
volunteers to come up and show their work to the class.
● Video link : https://youtu.be/ZFBRL2PSPdo
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GROUP PROJECT: LESSON PLAN

Independent Practice (Learning Activity) No more than 10 minutes!

1. Students will finish the worksheet (see appendix D) independently. The teacher will
walk around the classroom, monitor, answer questions, and assist students who need
help.
2. Allow students to share their work with the class, review answers (whole-group), when
they are finished. Provide positive reinforcers (feedback).

Lesson Wrap-Up

1. checking the work of independent work (seed appendix D)

2. Select students to come up to the board and share their answers

Formative Assessment

1. Collect independent practice work ( see appendix D)

2. Pre assessment ( see appendix A)
3. Formal assessment ( see appendix B)

Differentiated Instruction

1. non-English speakers will be able to use their iPad for translation.

2. Students that need extra help will be pulled into a small group to work with me.

Homework (Distributed Practice)

1. practice worksheet that is similar to what was done in the Follow Lemov’s
“I/We/You”
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Appendix A ( pre assessment)

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Appendix B ( Formal Assessment)
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Appendix C
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Appendix D (independent work)
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Appendix E ( Extra practice)