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Lesson Plan
Where is the school where you are teaching located? City: _______ Suburb: __X_____ Town:_______ Rural: ______
2017-18
Math Learning Segment
The central focus of this lesson is to guide students as they explore the use of manipulatives to identify fractions and compare fractional parts
using pattern blocks.
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)
In grade 1, children are informally introduced to fractions as the focus entails identifying unit fractions of regions and investigating equal shares.
Students are familiar with partitioning shapes (circles and rectangles) as One or whole.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
Students will apply their understanding of equal shares to compare fractional parts using manipulatives and partition shapes into two and four
equal shares and divide shapes into equal parts. Students will also write fractions to name equal parts.
What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task
1, Prompt 2b)
The students at this age would like to share their portions from collections, food and sometimes toys. I will use this interest and teach students
fractions and how to divide their portions equally using symbols and manipulatives.
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Math Learning Segment
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
As the teacher, I will encourage my student’s natural curiosity by providing an opportunity to use manipulatives to understand the difference
between a whole and part. I will encourage students to share their manipulatives with their friends using ½, 1/3, ¼, and 1/8.
Curriculum Standards
NYS 2.G.3 Partition circles and rectangles into two, three, or four equal shares. Describe the shares using the words halves, thirds, half of, a
third of, etc. Describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same
shape.
Students will write be able to write fractions to Students will informatively be assessed ELL and Special need students will be used
name equal parts. through student white boards along with manipulatives to represent given fractions.
teacher’s anecdotal notes
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Math Learning Segment
Syntax Students will be able to use the Teacher will model and guide students through the procedure of
Describe ways in which students will key words to write fractions to identifying the denominator and numerator to compare fractions.
organize language (symbols, words, name equal parts.
phrases) to convey meaning. Students will be able to allowed to use manipulatives to perform
the task.
Discourse Students will have the Teacher will model listening and sharing answers and thoughts to
How members of a discipline talk, opportunity to listen and share other peers.
write, and participate in knowledge their answers and brainstorm
construction and communicate their ideas with the class and with a Teacher will guide students as they complete the given worksheet
understanding of the concepts peer. task.
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Math Learning Segment
and/or Supports
Anticipatory Set/Motivator Setting up the students for the new lesson
and check on background knowledge.
The teacher will write this Math Message on the white board and prepare materials to complete the
quick task. Teacher will be checking and modelling
for ELL and Special needs students.
Take 3 sheets. Fold each one into 4 equal squares. Carefully cut the squares apart along the folds.
Allow another student to help once they
have completed the task.
The teacher will check that each child has 12 squares of approximately the same size
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Math Learning Segment
for children to complete the following activity.
7. Ask children to take the square they folded into two equal parts and to color one of the
parts.
8. The teacher will say: “IF you think of the square as representing ONE (the whole), then
each part is half of ONE. The Fraction ½ names one of the parts.
9. The teacher will emphasize that the parts must be equal and that there is one shaded part Teacher will write the answers to the
out of two equal parts. activities on the white board/SMART
10. The teacher will ask the students to record the answers for the following activity on the board to provide visual instructions to
student white boards. students.
11. The teacher will continue with activities such as the following:
Take one of the squares that you folded into four equal parts. Color one part of the
square. Tell me what fraction names the colored part. ¼ Tell what fraction names
the part that is not colored ¾ Students are seated strategically with
Take another square that you folded into four equal parts. Color two of the parts. mixed abilities
Tell what fraction names the colored part. 2/4 or ½
Take another square that you folded into four equal parts. Color four of the parts.
Tell what fraction names the colored part. 4/4 Tell what fraction names the part that Additional time will be provided.
is not colored 0/4
Take a square that you folded into eight equal parts. Color one of the parts. Tell
what fraction names the colored part. 1/8 Tell what fraction names the part that is
not colored 7/8
12. The teacher will repeat with other fractions, such as 3/8 and 5/8, using squares folded into
eight equal parts.
13. As the teacher write fractions on the board, she will mention the following:
The number under the fraction bar is called the denominator. What does the
denominator of ¾ tell you? The whole is divided into 4 equal parts. The teacher will
emphasize again that the parts must be equal.
The number above the fraction bar is called the numerator. What does the numerator
of ¾ tell you? We are thinking about 3 equal parts of the whole.
14. The teacher will assign the worksheet for students to practice fractions.
Closure
1. The teacher will say, “Can someone tell us what we learned about today?”
2. The teacher will record the students’ answers on the white/SMART board.
3. The teacher will distribute exit tickets that has 2 questions on them to have it complete.
4. Teacher will say” Thank you for doing an incredible job today, tomorrow we will learn
how to compare fractions!”
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Math Learning Segment
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive
white-board images.
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Math Learning Segment
Lesson 1 of 4
Nour Al-Baltaji
Medaille College
EDU500
2017-18