Scribd
Upload
68 views3 pages

Lesson Plan Guide: Unit/Chapter Objective/Generalization/Big Idea

Uploaded by

api-375015382
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
68 views3 pages

Lesson Plan Guide: Unit/Chapter Objective/Generalization/Big Idea

Uploaded by

api-375015382
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Lesson Plan Guide

Teacher Candidate: Hannah Little Date: 11/30/2017

Grade and Topic: 4th Grade Math Length of Lesson: 1 hour

Mentor Teacher: Jennifer Townes School: University of Memphis- IDT 3600

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:


This unit focuses on fractions. In this lesson, the students will be focusing on adding fractions with
common denominators.

LESSON OBJECTIVE:
Given two fractions with common denominators, the students will be able to add the two fractions
together with 90% accuracy.

STANDARDS ADDRESSED:

CCSS.MATH.CONTENT.4.NF.B.3.A Understand addition and subtraction of fractions as joining and
separating parts referring to the same whole.
CCSS.MATH.CONTENT.4.NF.B.3.B Decompose a fraction into a sum of fractions with the same
denominator in more than one way, recording each decomposition by an equation. Justify
decompositions, e.g., by using a visual fraction model.

MATERIALS:
Pencil
Paper
Assessment worksheet
Laptops will be used to play fraction computer game, and to create a comic on how to add fractions.
Fraction computer game website: http://www.abcya.com/adding_fractions.htm
Comic design website: http://www.toondoo.com
Example of finished comic:
BACKGROUND and RATIONALE:
What are the key concepts for the lesson? The key concept of this lesson is understanding how to add
fractions with common denominators.
What is the critical academic language (general and technical) that must be addressed in this lesson?
Fractions, numerators, denominators, addition, like denominators, common denominators, sum
How does this lesson connect with and build on the previous lesson(s)? In previous lessons the students
have learned what fractions are, as well as how to compare whether fractions are greater than or less
than another fraction.
How do you expect to build on this lesson in subsequent lessons? In following lessons students will
learn to subtract, multiply, and divide fractions.
Why will you need to plan differentiated activities or assessments? Differentiated activities will be
planned for students who are struggling and need addition help, as well as for those who are advanced
and need a more challenging activity.

PROCEDURES AND TIMELINE:


Introduction: To begin the lesson the teacher will do a review of what fractions are with the students.
As a group, they will determine whether or not fractions are greater than, equal to, or lesser than other
fractions.
Procedures:
First, the students will break into pairs or groups of three. (Students with learning
disabilities, as well as those who are struggling, will be put in groups with students who are
comfortable with the material and can provide assistance when needed.)
Each student will receive a laptop.
They will take turns playing the fraction addition game found at
http://www.abcya.com/adding_fractions.htm.
Next, the students will work to create a comic that explains how to add fractions
with common denominators. This will be done at http://www.toondoo.com.
Lastly, the students will return their laptops and return to their normal seats. Here
they will complete a worksheet to assess what they have learned. (Students who are advanced
and need to be challenged will receive a more difficult assignment involving fractions with
uncommon denominators.)
Closure: After the students have completed the assessment and turned it in, the assessment will be
pulled up on the smartboard. Here the teacher will review the correct answers/procedures with the class.

ASSESSMENT EVIDENCE:
The formative assessment will be done by observing the students as they complete the computer game
and create their comics.
The summative assessment will be done through the worksheet attached at the bottom of the lesson.

MODIFICATIONS:
I am aware that modifications will be made for students who did not master the objectives and for those ready
for enrichment. However, modifications are not covered in this course and are not part of this particular lesson.

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy