Lesson Plan Form - LBS 400

Candidate:
Nancy Aracely Romero

Subject:
Math

Grade level(s):
4th

Date:
November 7, 2016

Standard: CCSS.MATH.CONTENT.4.NF.A.1: Explain why a fraction a/b is equivalent to a fraction

(n a)/(n 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.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
The students are learning the equivalent Fraction-Concept.
II. LEARNING OUTCOME (Objective):
Given a worksheet with circle to represent equivalent fraction of 1/2, 1/4, and , students will apply their
knowledge (level of cognition) of equivalent fractions (content) by shading equal parts to show another
equivalent fraction for , , and . (proving behavior or activity)
DOK levels: Level 4: Extensive Thinking.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
What lesson comes before this lesson? Students have been learning about fractions. It definition,
identifying numerator, denominator and other characteristics.
What lesson comes after this lesson? Students will learn how to find other equivalent fractions besides ,
, and by having a one hundreds chart and creating an artistic design. When they are finished, they
will figure out the fraction for each color and make a chart. They will understand the concept that
even though both hundreds chart design looks different, there is still an equal amount of each color.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Each group will have a pizza toy. Students will play with the pizza toy for five minutes. Teacher will
then give a story with the use of manipulatives and visuals. I went to Pizza Hut and ordered a personal
pizza. The Pizza had 6 slices, and I ate 3 slices. How many slices are left? Students will notice that
half of the pizza was eaten and half is left.
Student friendly objective: By the end of our lesson you should understand what equivalent fractions
are by shading equal parts to show other equivalent fractions of , , and . For example, 3/6, 2/8,
and 6/8.
Purpose: Students are learning that even though other peers might have the same or different shaded
parts, they will have the same value but may look different. They are learning this through the use of
kinesthetic and visual learning.
B.
C.

INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):

Step #1: Define equivalent fraction
a. T input: Provide definition of equivalent fractions

a. T model: Equivalent fractions are fractions that look different but have the same value. (Show
examples of how to divide the fraction into smaller but equal parts).
b. Student response: Students will explain to their groups what equivalent fractions are.
Step #2: equivalent fractions
a. T input: Teacher will demonstrate one half by using fraction strips.
a. T model: Teacher will demonstrate an equivalent fraction of by using fraction strips under it to
show equivalent fraction 2/4.
b. Student response: Students will give another equivalent fraction of using the fraction strip.
Step #3: equivalent fraction
a. T input: Teacher will demonstrate one fourth by using pattern block.
a. T model: Teacher will demonstrate an equivalent fraction of by using smaller pattern blocks to
show the equivalent fraction of 2/8.
b. Student response: Students will give another equivalent fraction of using a pattern block.
Step #4: equivalent fraction
a. T input: Teacher will demonstrate three fourth by drawing a circle on the white board.
a. T model: Teacher will demonstrate an equivalent fraction of by drawing another circle next to the
original circle to show the equivalent fraction of 6/8.
b. Student response: Students will give another equivalent fraction of on their white boards.
Step #5: . , and worksheet with squares.
a. T input: Teacher will demonstrate worksheet with printed circles.
a. T model: Teacher will shade equal parts to show another equivalent fraction for , , and on a
worksheet with printed squares.
b. Student response: In groups, students will work on the worksheet by shading equal parts to show
another equivalent fraction for , , and .
D. APPLICATION ACTIVITY (Practice and/or Reflection): Guided practice (students working with
teacher support on proving behavior or activity)
E. MATERIALS & RESOURCES: What do you need for the lesson? Make a list.
Pizza Toy
Fraction strips
Pattern blocks
White boards
Markers
Worksheet with printed squares
Worksheet with shaded parts given
Pencils/ colors
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative: During steps 2 to 4, I will walk around to check for understanding. Every student should be
able to show other ways to make equivalent fractions with the use of manipulatives.
During the application activity and step 5, I will again check for understanding to see if students are
shading in equal parts that show equivalent fractions.

Summative: I will review equivalent fractions and ask students to define, using their own words, what is
an equivalent fraction. They will give me one example of equivalent fraction. When they give me an
example, I will pick up their worksheet.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice): Provide each student with a manipulative that works best for them. For example, a
toy pizza, Hershey bars, or fraction strips.
Modifications:
More visuals, and extra time if needed.
VII. HOMEWORK (if appropriate): Students will take the one hundreds chart home and create an artistic
design.

Example:

Credit: Adapted from: Mrs. Zambrano and Real teachers learn blog.
http://realteacherslearn.blogspot.co.uk/2013/05/math-manipulatives-and-fraction-art.html
http://www.corestandards.org/Math/
tkawas@mathwire.com