Lesson planning is not just about planning what you want your students to know, but also planning for possible situations that might arise and solutions that can be used. Using academic and behavioral data, a teacher must plan for what each child is going to need to help them access the curriculum as well as any individual accommodations that will be needed. The time spent on planning helps to ensure successful delivery of the lesson.
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Select a 3-5 grade level and a corresponding Arizona or other state standard based on the Number and Operations-Fractions domain.
Compose an aligning learning objective and design appropriate activities for a selected group of 3-4 students, of varying academic levels, from the “Class Profile.”
Using the “COE Lesson Plan Template,” complete the lesson plan through the Multiple Means of Engagement section, making sure the activities are supported by the recommendations found in the topic materials.
For your differentiated activities, specifically address:
· Fraction tasks, including area, length, and set/quantity models; or
· Equivalent fractions. In the Multiple Means of Engagement section, draft five questions you could ask students during the lesson that promote conceptual understanding related to fractions.
· In the Multiple Means of Representation section, describe five potential issues and/or roadblocks that might happen while delivering the lesson, based on the needs of the selected group of students. Provide possible solutions to each potential issue.
APA format is not required, but solid academic writing is expected.
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
·
Who is the audience
·
What action verb will be measured during instruction/assessment
·
What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.
In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.
For example:
· I will use a visual of the planet Earth and ask students to describe what Earth looks like.
· I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.
Time Needed
Multiple Means of Representation
Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.
In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.
For example:
· I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story.
· I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.
Explain how you will differentiate materials for each of the following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Multiple Means of Engagement
Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.
For example:
· I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence.
· I will model one example of solving a number sentence on the white board before having students search for the matching card.
· I will then have the partner who has the number sentence explain to their partner how they got the answer.
Explain how you will differentiate activities for each of the following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Multiple Means of Expression
Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.
Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising.
Underline the names of any formative assessments.
For example:
Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.
Explain how you will differentiate assessments for each of the following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Extension Activity and/or Homework
Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.
The students selected for this lesson plan include
1. Bertie
2. Fatma
3. Yung
Grade Level: 3rd Grade
Date: 04/20/21
Unit/Subject: Number and Operations – Fractions
Instructional Plan Title: Number and Operations – Fractions – Develop Understanding of fractions as
numbers
Lesson Summary and
Focus:
3.NFA.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.
The central focus of this lesson is to teach students
Classroom and Student
Factors/Grouping:
Bertie (female, no ELLs, Asian, no IEP/504, grade level, at grade level in Math
Performance Level).
Fatma (female, ELLs, White, tier 2 RTI for reading, no IEP/504, one year above
grade level in Math Performance Level)
Yung (Male, no ELLs, Asian, no IEP/504, school does not have a gifted
program, two years above grade level in Reading Performance Level, two years
above grade level in Math Performance Level).
National/State Learning
Standards:
Number and Operations – Fractions – Develop understanding of fractions as
numbers
The common core standards for this lesson include
– 3.NF.A1: 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.
GCU College of Education
LESSON PLAN TEMPLATE
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Use an m-dash.: – —
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Web Content: https://helpingwithmath.com/3nf2-thirds01/…
– 3.NF.A.2: Understand a fraction as a number on the number line;
representfractions on a number line diagram.
a. Represent a fraction 1/b on a number line diagram by defining theinterval from
0 to 1 as the whole and partitioning it into b equalparts. Recognize that each part
has size 1/b and that the endpointof the part based at 0 locates the number 1/b
on the number line.
https://k12standards.az.gov/sites/default/files/media/Grade 3 Math Standards
https://k12standards.az.gov/sites/default/files/media/Grade 3 Math Standards
Web Content: http://mrssalisbury.weebly.com/22-equivalent-fractions.html…
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Web Content: https://www.internet4classrooms.com/common_core/explain_equivalence_fractions_special_cases_compare_number_operations_fractions_third_3rd_grade_math_mathematics.htm…
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b. Represent a fraction a/b on a number line diagram by marking offa lengths 1/b from 0. Recognize that the resulting interval has sizea/b and that its endpoint
locates the number a/b on the numberline.
– 3.NF.A.3: Explain equivalence of fractions in special cases, and
comparefractions by reasoning about their size.
a. Understand two fractions as equivalent (equal) if they are thesame size, or the
same point on a number line.
b. Recognize and generate simple equivalent fractions, e.g., 1/2 =2/4, 4/6 = 2/3).
Explain why the fractions are equivalent, e.g., byusing a visual fraction model.
c. Express whole numbers as fractions, and recognize fractions thatare
equivalent to whole numbers. Examples: Express 3 in theform 3 = 3/1; recognize
that 6/1 = 6; locate 4/4 and 1 at the samepoint of a number line diagram.
d. Compare two fractions with the same numerator or the samedenominator by
reasoning about their size. Recognize thatcomparisons are valid only when the
two fractions refer to thesame whole. Record the results of comparisons with the
symbols>, =, or <;, and justify the conclusions, e.g., by using a visualfraction
model.
Specific Learning
Target(s)/Objectives:
The learning objective of this lesson is
– Students will create, name, and write fractions to generate wholes in
multi-variant ways.
3rd grade students are at a critical point of comprehending fractions i.e., unit
fractions. This unit will ultimately increase student understanding of whole units
and fractions.
– Students will identify the different ways they can build a trapezoid and
hexagon by using pattern blocks.
– Students will look at sets of objects and identify wholes and create equal
groups
Academic Language Partitioning
Fractions
Whole
Pattern blocks
Sharing
Numerator
Denominator
Resources, Materials,
Equipment, and
Technology:
Pattern blocks
Books
Pencils
Whole objects
IPad
Butcher paper
Crayons
Section 2: Instructional Planning
Anticipatory Set
I will introduce the lesson on fractions by showing the students a video with visuals on fractions
and whole objects. The link to the video https://www.youtube.com/watch?v=9hZkk73nJ_Y
The students will then engage in a group activity where they will discuss whether they have ever
shared items with someone.
The students will then report to the teacher how the item was divided amongst the shared
members.
The students will then respond to these questions about the introductory video
– Why is the boy in the video so frustrated?
– How did the boy solve his problem?
Time
Needed
1 hours
Multiple Means of Representation
Students will engage in a digital game that relates to fractions. The students will use their own
IPad for this activity.
The digital game is about creating equal parts. In the activity, different fruits are cut into different
parts. The student will decide and discuss whether the divided parts are equal or not.
If the parts are equal, the students will click a green sign and place it next to the fruit. If the
divided parts are unequal the students will click a red sign and place it next to the fruit.
Explain how you will differentiate materials for each of the following groups:
Time
Needed
1 hour
30
minutes
GCU College of Education
LESSON PLAN TEMPLATE
GCU College of Education
LESSON PLAN TEMPLATE
• English language learners (ELL): ELL will engage in enhanced digital gaming structures specialized in enhancing content learning
and playing the digital game. The game will have less of English content and more of visual
items
These students will be grouped together to play the digital game that captures their attention by
creating interactive and realistic environments. The aim is to prompt cognitive processes for
these students that ensures they begin to comprehend fractions.
• Students with gifted abilities:
Students will engage in a tiered assignment that utilizes their interest and talents. The game will
be advanced to a higher level for the students to continue assessing themselves.
• Early finishers (those students who finish early and may need additional
resources/support):
Early finishers will be grouped together to work on a given assignment.
Multiple Means of Engagement
Students will engage is a musical activity that demonstrates the use of fractions.
The activity procedures will include
– Students will be issued with large pieces of white butcher papers and blue, red, black,
and green crayons.
– The teacher will demonstrate to the students how to fold the paper in half 3 times.
– The students should follow suite and retrace the demonstration on their own pieces of
paper.
– The students will then answer fractional questions i.e., how many pieces of paper did I
give you? How many sections of the piece of paper are present after folding it?
The musical activity will involve the students coloring their folded sections in red, blue, green and
black sections
The students will then be instructed to dance on the colored sections each at a time. When
asked to dance on a red section, students will start dancing on the colored red sections and so
on.
Explain how you will differentiate activities for each of the following groups:
• English language learners (ELL):
ELLs will engage in the musical activity because it does not involve intricate English content
• Students with special needs:
Students with special needs will engage in the musical activity which will be differentiated with
visual supports and the use of generalization.
• Students with gifted abilities:
Students with gifted abilities will engage in the music activity without the music and each time
they stand on a section will explain which fraction of the paper they are standing on.
• Early finishers (those students who finish early and may need additional
resources/support):
Time
Needed
45
minutes
Students who are early finishers will work in groups and engage in the music activity without the
music and each time they stand on a section will explain which fraction of the paper they are
standing on.
Time
Needed
30
minutes
Multiple Means of Expression
Students will involve in a group activity of data collection and presentation of their findings.
The group activity will involve the students collecting data on their favorite ice cream flavors.
GCU College of Education
LESSON PLAN TEMPLATE
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The students will be grouped into groups of 4 students each. Each student within the group will respond to which ice cream flavor they like best i.e., chocolate, vanilla, or strawberry. The group
will then use the collected data to determine which fraction of the group like chocolate, vanilla, or
strawberry.
Each group within the class will present their findings to the class and a group representative will
write the numerical representations of the fractions they recorded within their individual groups.
The presentations will be recorded by the representatives on the chalkboard.
Explain how you will differentiate assessments for each of the following groups:
• English language learners (ELL):
ELLs will work on the group activity using more visual supportive items. Ice cream flavors will be
provided to them in visual images of chocolate, strawberry, or vanilla in paper or digital format.
• Students with special needs:
Students with special needs will be grouped together to help them identify their favorite ice cream
flavors and discuss with their group members who likes what. They will then listen in to the other
groups within the class and participate in the activity.
• Students with gifted abilities:
Students with gifted abilities will work with larger quantities of their ice cream flavors to determine
different fractions
• Early finishers (those students who finish early and may need additional
resources/support):
Students who are early finishers will participate in discussion on different items they like and
which fraction of the group likes what.
Extension Activity and/or Homework
Provide students with fraction cards with different and equal fractions. The students will engage
in an activity of finding their fraction partner and generate a team of same fraction holders when
they locate each other.
The students will gather in a group once they locate all other students with fractions the same as
theirs. Once this is done, they must sit down. The first group to locate all fraction members has
won.
Time
Needed
GCU College of Education
LESSON PLAN TEMPLATE
References
Arizona’s College and Career Ready Standards – Mathematics – 3rd Grade Standards
Placemat.
https://k12standards.az.gov/sites/default/files/media/Grade%203%20Math%20Standard
s
CCSS. Math.content.2.NF.A.1: Third Grade Worksheets. https://www.biglearners.com/common-
core/worksheets/grade-3/math/number-operations-fractions/3.nf.a.1
Understanding fractions (Grade 3). Online math learning.com.
https://www.onlinemathlearning.com/understand-fractions.html
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