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Math Lesson Plan

This document contains a lesson plan for a math block on fractions taught by Ms. Brown. The lesson plan includes the following key components: a bell ringer activity to start class, introducing the essential question and learning objectives, reviewing fraction vocabulary and concepts through examples, guided practice in small groups comparing fractions on a number line, independent student practice through various math games and activities working with fractions, and closing with a reflection on what was learned. Modifications are provided for students with IEPs, including using graphic organizers, number lines, and peer tutors.

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Latonya Brown
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42 views

Math Lesson Plan

This document contains a lesson plan for a math block on fractions taught by Ms. Brown. The lesson plan includes the following key components: a bell ringer activity to start class, introducing the essential question and learning objectives, reviewing fraction vocabulary and concepts through examples, guided practice in small groups comparing fractions on a number line, independent student practice through various math games and activities working with fractions, and closing with a reflection on what was learned. Modifications are provided for students with IEPs, including using graphic organizers, number lines, and peer tutors.

Uploaded by

Latonya Brown
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Abbeville Elementary School

Teacher: Ms. Brown Period: Math Block 1 and 2 Date: Sepetember 24, 2014
Getting
Started
Rationale &
Suggested
Strategies
Bell Ringer
(10 minutes)
Students transition into class
Test preparation

Maintain and Maintenance PowerPoint


Opening Rationale &
Suggested
Strategies
Engage
(5 minutes)
The Hook - Students engage in the days
lesson:
Anticipation uide
!"#"$ %hart
Semantic Mapping
Pre"&eading Map
Mental 'magery
Lesson Purpose Students will:
(iscuss the )ssential *uestion
(iscuss the standard and+or
element and its ,alue -eyond the
classroom
.oo/: TS# -e instructed to create an essential 0uestion related to any standard that has -een
co,ered during the 1ractions unit2 TS# then -all the )* up and the class will ha,e a snow-all
1ight2 TT# call on random students to read their 0uestion as well as pro,ide the answer to the
0uestion2 T%# complete a 3where ha,e we -een chart4 in order to record the enduring
understandings that they ha,e gained thus 1ar throughout the unit2
Standard(s):
M!."#.1 5nderstand a 1raction 1+b as the 0uantity 1ormed -y 1 part when a whole
is partitioned into b e0ual parts6 understand a 1raction a+b as the 0uantity 1ormed -y a
parts o1 si7e 1+b.
M!."#.2 5nderstand a 1raction as a num-er on the num-er line6 represent
1ractions on a num-er line diagram2
M!."#.! )8plain e0ui,alence o1 1ractions in special cases9 and compare 1ractions
-y reasoning a-out their si7e2
5nderstand two 1ractions as e0ui,alent (e0ual) i1 they are the same si7e or the same
point on a num-er line2
&ecogni7e and generate simple e0ui,alent 1ractions9 e2g29 1+: ; :+<9 <+= ; :+>)2
)8plain why the 1ractions are e0ui,alent9 e2g29 -y using a ,isual 1raction model2
%ompare two 1ractions with the same numerator or the same denominator -y
reasoning a-out their si7e2 &ecogni7e that comparisons are ,alid only when the two
1ractions re1er to the same whole2 &ecord the results o1 comparisons with the sym-ols
?9 ;9 or @9 and Austi1y the conclusions9 e2g29 -y using a ,isual 1raction model2
$ssential %&estions:
#hat is a 1ractionB
.ow can ' use 1ractions to name parts o1 a wholeB
#hen we compare two 1ractions9 how do we /now which has a greater ,alueB
#hat 1ractions are on the num-er line -etween 0 and 1B
#hat e0ui,alent groups o1 1ractions can ' disco,er using
Craction StripsB
Work Period Rationale &
Suggested
Strategies
Explore and
Explain:
'nstruction and
Modeling
(5 minutes)
Students ac0uire /nowledge or s/ills:
%ornell Dotes
&ead E Say Something
&eaders Theater
%oncept Maps
raphic Frgani7ers
%omparison Frgani7ers
TT# re,iew unit essential ,oca-ulary with the students2 T%# discuss which words ha,e
-een mastered and the words that could -e mo,ed into a di11erent tier2
TT# re,iew how to 1ind and compare 1ractions using area models2
Explore and
Explain:
uided Practice
(5 minutes)
Students demonstrate understanding
with teacher guidance:
Thum-s 5p9 Thum-s (own
Fne"Sentence Summaries
Thin/"Pair"Share
Three"Minute Pause
Par/ing $ot %hart
'n small group allow students to practice and e8plain 1inding e0ui,alent 1ractions on a
num-er line2
T%# do thum-s up"thum-s down to demonstrate unit concepts2 '1 the statement is
1alse9 the students must -e a-le to pro,ide the ,oca-ulary word will ma/e the
statement true2
Sample Statements:
12 The numerator tells the total num-er o1 parts to ma/e a whole2
:2 A unit 1raction is any 1raction with a numerator o1 12
>2 The word partition means to di,ide into e0ual parts2
<2 5nit 1ractions are when two or more 1ractions are e0ual2
Apply
'ndependent
Practice
(>0minutes)
Students practice with limited teacher
guidance:
&2A2C2T2 Acti,ity
Per1ormance Tas/ using the
2&2A2S2P2S2 model
(ialogue Gournals
Cree"#rite )ntries
(e-ate
&eciprocal Teaching
Cle8i-le rouping
TS# rotate through centers to practice the unit standards
%omputers" The students will complete the identi1ying 1ractions
www21uelthe-rain2com2 &ein1orce comparing 1ractions s/ills on acuity2
Craction dominoes" The students will practice comparing 1ractions2
&oll9 Slide9 and %o,er" The students will practice creating and naming 1ractions with a
partner2 The students will use dice to create the 1raction and use their game mar/er to
co,er the 1raction2 The student with the most identi1ied 1ractions will win the game2
Craction #ar" The students will wor/ with a partner to play 1raction war2 The students
will deal out the dec/ o1 1raction cards2 The students will then each turn o,er one card
at a time2 The students will compare their 1ractions2 The student with the larger
1raction will ta/e the pair o1 cards2 The student with the most cards at the end o1 the
game wins2
)0ui,alent Cractions (uide lesson with Mrs2 (a,is)
" The students will wor/ in a small group to play the game2 The students will draw
cards and determine which 1raction on the card matches the 1ractions on the num-er
line2 The students will also complete the 1raction chart2
Refection
%losure
(:0minutes)
Students summari7e the essential
learning:
&e,isit Par/ing $ot %hart
>":"1 Processing
.eadlines
&e,isit !"#"$ %hart
Answer )ssential *uestion
Students will play 3Craction ' ha,eH #ho .asB4
Modi'ications 1or )$$9 S#(9 i1ted9 )'P
raphic organi7ers9 Iase10 -loc/s and
classroom num-er lineJ
The lessons are di11erentiated to address di11erent M's2
S#( will -e pro,ided 1raction -ars to help 1ind e0ui,alent 1ractions
S#( will also -e gi,en a peer tutor as needed2
Adapted from Madeline Hunters Lesson Plan Model. Retrieved from http://template.aea267.iowapaes.or/lessonplan/

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