UNT Lesson Plan Template

Pre-service Teacher: Grade(s): 3rd School/Mentor Teacher (if applicable):

De’Breon Bailey Bluebonnet Elem- Sandefer

Subject area(s): Unit Topic/Theme: Lesson Title: Breaking Apart and Dividing
Math Topic 11 Fractions Fractions
Find the TEKS, ELPS, and CCRS standards at this link:
http://www.teksresourcesystem.net/module/standards/Tools/Search
Relevant TEKS: Relevant ELPS: Relevant TX CCRS:
3.3D 4F: use visual and X.B.1
Compose and decompose a contextual support and Use multiple representations to demonstrate
fraction with a numerator support from peers and links between mathematical and real world
greater than zero and less teachers to read grade- situations
than or equal to b as a sum of appropriate content
parts area text, enhance and
3.3E confirm understanding,
Solve problems involving and develop
portioning an object or a set vocabulary, grasp of
of objects among two or language structures,
more recipients using pictoral and background
representations of fractions knowledge needed to
with denominators 2,4,6,8 comprehend
increasingly challenging
language
Lesson Objective(s)/Performance Outcomes
The student will be able to decompose a fraction and represent it as a unit of sum fractions
The student will be able to describe a fraction as the division of a whole into equal parts
The student will be able to solve problems involving partitioning an object among two or more recipients

Assessment (Description/Criteria)
White board erase answers in small group
Text book problems

Materials and Resources

Dry erase boards
Math book

Management of the Instructional Environment

We will start the lesson off as a whole group reviewing unit sums from the day before. Students will then
be broken up into their stations for math time. I will be pulling small groups to learn about the division of
fractions
Technology Integration
Smartboard projector

Diversity and Equity (Accommodations, Modifications, Adaptations)

Students will be in small groups. I will spend more time instructing groups that need more attention.
Groups that need more attention can also use pictorial models to help them grasp the concepts. If
necessary I will also use a Fraction Toolkit App on the iPad to show students a more visual interpretation of
the concept.

Activities/Procedures
We will start with a whole class review of fractions, their length, and how we would break apart fractions to
write them as unit sums. Students will then break out into stations. These stations reinforce concepts
they’ve previously learned. We go over all the stations at the start of the week. But it is possible we will go
over them again to make sure everyone knows what they are doing.
Games- they have 4 games to choose from and they are played in partners or 3s; 3 out of the 4 games are
multiplication games and 1 game is over fractions since we just introduced them last week
Money- this is a partner game where students are given task cards and have to find all the matches that
make a dollar; then they will complete a worksheet to be turned in for a grade
Versa Tiles- students use a versa tile tray and get a versa tile worksheet. The worksheets range from
fractions, multiplication, and word problems, to 3 digit subtraction.
Technology – Students will use the class laptops to do two sessions of fast math and then
ThinkThroughMath.
I will introduce fractions and division in small group by pulling different stations. I will start with a scenario
and build upon it by scaffolding their thought process. I will tell them ‘Claire has 2 sisters. One is close to
her age, named Holly, and the other is a toddler. Every week their mom gives Claire and Holly a cookie.
They each eat half and give their baby sister their other halves. Is that fair? How many pieces is the baby
sister getting? How can each of them get a piece? How could we split the two cookies equally between the
three girls?” We will build on the concept and do 3-6 examples depending on whether the students in the
group get the concept. I will rotate between the 4 groups. Students in their groups will then bring their
math books to the floor. We will do 1-4 together as guided practice and I will send them back to their seats
to do 5-9 by themselves before they go back to their original station.

Reflections and Documentation/Evidence of Lesson Effectiveness

What happened during the lesson? (Brief summary --- help the reader know how you were able to follow
your lesson plan.)
I started the lesson off as whole group reviewing the fraction concept of unit sums. Then we broke out into
math stations. Students were pulled to a small group during stations to be introduced to the new math
concept of fractions and division.

What parts of the lesson led to engagement and student learning?

I think the small group and also the different stations led to the engagement and student learning.
In thinking about your first two responses --- So What does it mean about your planning? So What does it
mean about student learning? So What does it mean about your learning to teach?
I think I planned well to have students working on different things and to hold their attention. The student
learning was really student based and was up to the student to take responsibility for their work. However,
doing small groups for such an extended period led to students in stations to get off task at times. At that
point I realized I need to learn how to better delegate stations.

Now What did you learn from teaching this lesson that can apply to other lessons? How will you apply what
you learned from teaching this lesson to your teaching of future lessons?
I definitely learned that it’s okay to stop small group and come back to it later if necessary in order to
restore order to your classroom and to not make the stations too long or it will lead to off task behavior.