EDUC 330/EDUC 347

Lesson Planning
Accessible Instructional Design

Lesson Title: Fractions 3

Part I Unit/Big Idea

Part I. Unit/Big Idea
What is the Big Idea (of the Unit/month, etc.)?
FRACTIONS!

How does this Unit address students IEP/PCP?

P Writing and identifying numbers through 20 and demonstrating 1:1 correspondence
through 10
R Writing numbers through 30
M Write numbers through 100
S Write numbers to 50
The Learner Will (your objectives):
Listen to the book Give Me Half! By Stuart J. Murphy read on YouTube.
Identify the denominator and numerator of a fraction, .
Create whole shapes out of shape halves
Color/shade of a shape in order to create the fraction
Connection to Standards (Common Core, GLCES, Extended GLCES)
Common Core:
CCSS.MATH.CONTENT.3.NF.A.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.
GLCES:
N.ME.03.16 Understand that fractions may represent a portion of a whole unit
that has been partitioned into parts of equal area or length; use the terms
numerator and denominator.

Part IIa Lesson

Content
Lesson:
What is taught?
Concept to be learned?
What is the point?
Objective to be reached.
Description
Students explore the concept of through listening
to and discussing a story called Give Me Half and
through matching halves of shapes together They
also will learn the vocabulary words Denominator
and Numerator. Finally, they will create the fraction
by coloring of a shape in their fraction books.

Accessible Instruction Teacher Student Response

Methods/Strategies

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 EDUC 330/EDUC 347
Lesson Planning
Accessible Instructional Design

Engagement: Show the students the Listen/watch the

Accounting for Interest ebook Give Me Half! By story
and Commitment Stuart J. Murphy.
Provides way to https://www.youtube.com/watch?
v=hVaxiJB6Fls
Internalize
Plan for Motivation
Affective Network

Process/Recognition: After the video has been

How the lesson is
received.
Mode of reception.
Recognition Network
shown, go back to
minute 1:12. Explain to
the students that
fractions are equal parts
of a whole. Draw their
attention to the pizza on
the screen. It is divided
into two equal parts.
Highlight the way that
we write fractions. For
example, this fraction is
written . The top part
of the fraction, called
the numerator, shows
the part of the whole
that you are focused on.
The bottom part of the
fraction, called the
denominator, shows how
many pieces are in the
whole.
For example, in this Students say
picture, we have of a numerator
pizza. Each kid in the
story gets of the
pizza. The numerator is Students say
1 because each kid gets denominator
1 piece. Have the
students say,
numerator
The whole pizza is made
up of 2 parts. The One glass of juice
denominator is 2
because the whole pizza
is made up of 2 parts.
Have the students say,
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EDUC 330/EDUC 347
Lesson Planning
Accessible Instructional Design

denominator
Skip the video to minute
2:00. Say, in the story
the two kids had to One
share their can of juice.
How many glasses of
juice does each kid get?
Yes, they split the can Two
into two glasses and
each kid got one glass.
The numerator is how
much each kid gets. It
goes on top of the
fraction. What is the One
numerator of this
fraction?
The denominator is the
whole, or how many
glasses of juice we have
in total. It goes on the One
bottom of the fraction.
What is the denominator
of this fraction?
Skip to minute 2:44 of Two
the video. The kids in
the story had to share
their pack of 2 cupcakes.
How many cupcakes did
each kid get to eat?
If the numerator is the
part of the whole, or
how much each kid gets,
what is the numerator of
this fraction?
If the denominator is the
whole, or how many
cupcakes come in the
pack, what is the
denominator of this
fraction?

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 EDUC 330/EDUC 347
Lesson Planning
Accessible Instructional Design

Product/Strategic: Explain the next activity.

How learning is shown.
Interaction with the
concept.
Mode of expression
Strategic Network
Each student will get a
piece of a shape. They
will need to stand up
and walk around the
room to find the other Students walk
half of their shape. throughout the room
Pass out the shapes and and find the match
let the students find to their shape.
their other halves. Students sit back
Gather the students down.
back together and have
them sit back down.
Ask, what was the One
numerator of your
fraction? How many
pieces of the whole did
you get? Two
What was the
denominator of your
fraction? How many
pieces were in the Students write their
whole? names on the cover
of their book.
Pass out the fraction Students color in
books. Have the of the shape on the
students write their first page and trace
names on the cover. the words one half.
Have the students turn
to the first page and
color in of the shape
and trace the words one
half.

Part IIb Lesson

Content ND Accommodations and Modifications
Lesson: AC
MEM
Size
What is taught? O:SP
Concept to be O:TS
HOT
learned? NMF Difficulty
What is the point? LAN Ask the juice question to students who have a better
Objective to be G
SOC
understanding of fractions, such as Kiara and Courtney.
reached.
Alternate Goals
Following directions, using materials/tools responsibly
Reviewing 2D shape names

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 EDUC 330/EDUC 347
Lesson Planning
Accessible Instructional Design

Substitute Curriculum

Accessible ND Accommodations and Modifications

Instruction
Engagement: AC
MEM
Environment
Accounting for O:SP Walk around the students to assist and for formative assessment.
Interest, O:TS
Commitment HOT
NMF
Affective Network LAN
Interest G
SOC
Effort/Regulation
Process/Recogni AC
MEM
Input
tion: O:SP Provide visual supports for students by doing the activity on the
How the lesson is O:TS document camera.
HOT
received.
Mode of reception.
NMF
LAN
Level of Support
Recognition G Scaffold the activity for students who are struggling by giving
SOC visual and verbal prompts/clues. Model your thinking. I see that
Network
Perception this pizza was cut into two pieces. So the whole must be 2. And I
know that each kid got 1 piece of the pizza. So the fraction must
Language &
be 1 slice over 2 slices.
Symbols
Comprehension Time

Participation
Encourage Angie to participate through asking her yes/no and
pointing questions.
Sean may not want to participate, but encourage him to participate
as much as possible.
Product/Strategi AC
MEM
Time
c: O:SP
How learning is O:TS
HOT
shown. NMF
Interaction with the LAN
Output
G Encourage students at higher levels to explain their thinking.
concept.
SOC
Mode of expression
Production Network Format
Action
Expression
Executive
Function

Part III Lesson

Closure
Time Parts Teacher Activity Student Activity

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EDUC 330/EDUC 347
Lesson Planning
Accessible Instructional Design

Closure Have the students put Students put their books

Assessm their books in their book in their book boxes.
ent boxes in their desks.

Part IV Lesson
Reflection
Reflection on the lesson and student learning. Did you follow the plan?
Was the plan effective? What evidence do you have that the plan did or
did not accomplish your Objectives? What will you change for the next
lesson Access options, Materials, the Activity, the Assessment?
March 20, 2017

Today I did not follow the plan completely. I did show the video/reading and go over
the questions at the end, but I did not do the fractions matching activity. I was
worried that we did not have enough time to include this in the lesson. In the end, I
wish I had included that in the lesson. Though the students seemed to understand
how to write a fraction, especially a fraction, there was no way to really know.
Tomorrow I need to include some sort of assessment piece that will tell me if the
students can write these fractions or not.