Teacher Candidate:

Grade Level:

Date:

Unit/Subject:

Instructional Plan Title

[Insert your name]

Grade Three

7/4/2019

Math

Fraction Lesson Plan   

I.  Planning

Lesson Summary and Focus:

This lesson focuses on educating grade three learners on how to use models in the completion of fraction tasks including area, length as well as set/quantity models.

Classroom and Student Factors:

The specific grade three classroom factor includes 30 students, one teacher, and one paraprofessional. Students factors include students with emotional and learning disabilities. The class will be an inclusive classroom with a mixture of both general and special education students.

National/State Learning Standards

National Learning Standard: CCSS.MATH.CONTENT.3.NF.A.2- Understand a fraction as a number on the number line; represent fractions on a number line diagram (Corestandards.org, 2019).

Specific Learning Target(s)/Objectives

At the end of this lesson, the learner should be able to: –

1.       Use different models to complete fraction tasks.

2.       Use models to find the area of objects using fractions.

3.       Calculate the length of objects using fractions.

Teaching Notes

This lesson falls under the Number & Operations unit of study. However, potential issues which might arise include breakdown in communication, lack of motivation, lack of understanding phrases, demotivating questions, and lack of concentration from the learners (Westminster College, 2019). However, the issues will be resolved through the use of simple terms, asking motivating questions, and using repetition to foster understanding.

Agenda

1.       In the opening of the lesson the students sitting in a large circle and randomly state their knowledge about fractions (10 minutes).

2.       The students will then review different terms involving fractions and record them in a math journal (5 minutes).

3.       The instructor will then provide fraction examples in a chart paper (5-10 minutes).

4.       Learners will practice adding and subtracting fraction problems on whiteboards and then turn and talk with partners (10-15 minutes).

5.       Group activity will follow (15 minutes).

6.       Independence practice will be enforced (10-15 minutes).

Formative Assessment

To formally assess the understanding of the learners, the instructor will evaluate the leaders via observation during the whole class discussion especially when the students turn and talk and practice calculating length and area of rectangles using fractions on the interactive whiteboard, during group discussions, and in independent practice. At the end of the class, a worksheet containing fractions will be completed and turned in by the students.

Academic Language

Key vocabulary

1.       Fraction- a number representing a part of the whole. It has both a numerator and a denominator.

2.       Area- this the size of a two-dimensional surface obtained through the multiplication of the length and width.

3.       Length- the distance measured from one end to the other of the longer side of an object.

4.       Quantity- this is the amount, measure, or number. In fractions, it is the number of parts of a whole.

Function

The aim of the language in fractions is to make the learners gain a comprehensive understanding of the various models which can be used to calculate the area of objects involving fractions. Additionally, it helps them understand adding and subtracting fractions using different quantities. The learners will demonstrate their understanding by calculating the area of rectangles using fractions.

Form

At the beginning of the lesson, the instructor will start the lesson with a short overview of previous and prerequisite learning and a brief statement of the goals/objectives. To ensure a structured way of understanding fractions in calculating area, I will present any new materials in small steps and perform student practice after each step. I will then give clear and detailed instructions. Afterwards, students will be asked a large number of questions to check for their in-depth understanding.

Instructional Materials, Equipment, and Technology

To support your students’ learning needs I will use worksheets (see Appendix 2), interactive whiteboard (see Appendix 1), fraction number cards, teacher checklist, other virtual manipulatives, and PowerPoint presentation containing problems involving fractions and models for the questions and answers. The technology which will support students at this grade level is an interactive whiteboard (IWB) which will be deployed to perform the fraction tasks and operations (Polly, 2014).

Grouping

I will use differentiated instruction strategies in supporting the diverse learning needs of the students because the classroom is an inclusive one. Additionally, I will utilize cooperative grouping by requiring students with learning needs to work together with others to have an information exchange. Moreover, I will deploy collaborative learning and teaching to ensure that the paraprofessional can help students with different disabilities and hence make the inclusive classroom effective.

II. Instruction

A.  Opening

Prior Knowledge Connection

The learners’ previous knowledge on the lessons about other math operations such as addition and subtraction will be used to manipulate numbers into different fractions further and make calculations.

Anticipatory Set

The knowledge and skills that the learners will gain on calculations involving fractions will enable students in their life activities to have an effective way of dealing with parts of a whole such as when they are dividing aspects in real life to ensure that they can know how to divide a whole into specific fractions.

B.  Learning and Teaching Activities (Teaching and Guided Practice)

I Do

Students Do

Differentiation

1.       I will start by creating a detailed anchor chart in the PowerPoint presentation containing the various teaching strategies to deploy.

2.       I will then ask the students to make different fractions, add, subtract and calculate the area of rectangles using fractions.

3.       Using an interactive whiteboard, I will ask a sample of students to come forward and calculate areas of objects using fractions as the others watch.

4.       I will require students to summarize and take note of each of the main ideas.

5.       I will reinforce effort and provide recognition to the students by applauding those who have performed well (Second, 2013).

6.       I will then assess the students at the end of the course by asking questions as to the lesson concepts.

1.       Students will read the anchor chart and understand its contents.

2.       Learners will make and calculate the area of objects involving fractions in groups of five.

3.       Learners will individually use the whiteboard to practice on how to calculate area using fractions.

4.       Students will clap and applaud others who have deployed excellent understanding (Math 4 Love, 2018).

5.       Students will summarize lesson concepts on the worksheet using their own words.

6.       Students will answer questions related to addition and subtraction at the end of the course.

1.       Information will be explained to students with disabilities by the paraprofessional.

2.       Students with learning disabilities will be assisted to calculate the area using fractions by the paraprofessional.

3.       Learners with disabilities will be assisted to use the interactive whiteboard.

4.       Those with learning disabilities will be exempted from summarizing and taking notes.

5.       The instructions for the formative assessment for those with a disability will be different- easy and using more straightforward language.

6.       Those who finish early will be provided with additional tests.

III. ASSESSMENT

Summative Assessment

In conducting a summative assessment, I will ask learners asked two questions; two relating to adding and subtracting fractions and the other on calculating the area of rectangles using fractions.  Summative assessment ensures that the students are assessed about their understanding of the goals by examining the outcome of the lesson at the end of the experience (Rosenshine, 2012).

Differentiation:

To address the needs of the diverse classroom, I will ensure differentiation of the summative assignment by simplifying the complexity of the language of directions for learners with learning (Hansen, Jordan, & Rodrigues, 2017). Additionally, I will provide the learners with learning disabilities with varied options for the expression of their learning.

Closure 

The learners will be required to interact and share what they have learned by making summaries as to the lesson concepts and answering the following questions asked during the lesson: –

·         What is the meaning of a fraction?

·         What do you think is the best way to learn about fractions?

·         How is a fraction a way of manipulating numbers?

·         How do you add fractions?

·         What are the rules for subtracting fractions?

·         What is the area in the context of math?

·         How do you calculate area using fractions?

·         What is the length in a rectangle?

·         What have you learned from this lesson?

·         What areas do you require additional learning?

Homework

I will use a systematic repetition of the class concepts and examples to ensure that the leaners perfect the procedures for calculating the area of rectangles involving fractions. Such homework will be a drill practice-based homework as the students will be required to answer similar questions to those they have practiced in class (Rosenshine, 2012).