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# Math Learning Segment

Lesson Plan

## Context for Learning (edTPA)

Where is the school where you are teaching located? City: _______ Suburb: __X_____ Town:_______ Rural: ______

## Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
Allow extra time to communicate and to complete tasks,
Autism 2 provide explicit step-by-step directions, strategic seating, use
visual cues, ongoing check for understanding, give praise as
often as possible, provide multiple choice questions,
incorporate technology and use manipulatives.

## Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students
Pre-teach vocabulary and relate it to the math vocabulary, use
English Language Learners 2 manipulatives and graphic organizers to teach, frequent
checks for understanding (non-verbal responses – thumbs up
or down), use prompts to support student responses.

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## Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential
question, or topic within the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

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.

## Knowing Your Learners

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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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.

## Ontario Curriculum Standard: Grade 2: Number Sense and Numeration

Quality Relationships - Determine, through investigation using concrete materials, the relationship between the number of fractional parts of a
whole and the size of the fractional parts (example: a paper plate divided into fourths has larger parts than a paper plate divided into eighths)
compare fractions using concrete materials, without using standard fractional notation (example: use fraction pieces to show that three fourths
are bigger than one half, but smaller than one whole)

## Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include statements Using formal and/or informal assessment If applicable, explain how you will adapt
that identify what students will be able to do by tools, how will you evaluate and document assessments to allow students with specific
the end of the lesson and are aligned to the your students’ progress on each of the needs to demonstrate their learning.
standards identified above. objectives? (edTPA Task 1, Prompt 5b)
Teacher will have a discussion with students
Students will be able to use manipulatives and Students will be formatively assessed through as they work with manipulatives, anchor
drawings to represent and explain fractions as observations during class discussions, charts and visual clues to complete the task.
equal parts of a collection. completed worksheets,
Teacher will also provide additional time to

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

## Students will also be formatively assessed

through the use of exit slips.

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## Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and
practice the concepts (edTPA Task 1, Prompt 4d)
Function Identify Teacher will demonstrate how to represent fraction using fraction
Looking at your standards and symbols and manipulatives.
objectives, choose the one Bloom’s
word that best describes the active Teacher will use non-verbal responses if needed instead of written
learning essential for students to response.
develop understanding of concepts
Vocabulary Denominator Vocabulary Flash cards will be provided and anchors charts will be
Key words and phrases students need Numerator displayed on the walls in the classroom.
to be able to understand and use Fraction
Equal
Whole
One

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

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.

## Students will able to perform an

exercise sheet using fraction
symbols.

## Instructional Process Accommodations and/or Modifications

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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

## Instructional Procedures For ELL Leaners and Students with

1. The teacher will ask each child to fold one of his or her squares into two equal parts. Special needs:
2. The teacher will ask: Is there more than one way to do this?
Teacher will discuss the different meaning
of Whole and hole

## Teacher will construct a poster to illustrate

3. The teacher will ask the students to work with a partner t fold other squares into four equal the meaning of numerator and
parts in as many different ways possible. denominator.

## Teacher will provide manipulatives such as

pattern blocks and shapes to represent
fractions
4. Finally, the teacher will ask children to fold some of the remaining squares into eight equal
parts in as many ways as possible. Teacher will walk around and frequent
check on folding the sheet properly and
help when needed

## Teacher will write out the steps for ELL

5. The teacher will invite children to share their work with the rest of the class. If children do and Autistic Children.
not suggest all the solutions shown above, ask them to look for other solutions or show the
class the missing solutions. To help children learn to associate objects, pictures, and Teacher will praise students as they
concrete models with fractions, write all fractions on the board. complete the task.
6. At the conclusion of the folding activity, the teacher will have children sort their squares
into piles according to the number of equal parts – squares showing two equal parts, four
equal parts, and eight equal parts. If the squares are organized in this way, it will be easier

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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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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.

## Three 8” by 8” paper squares (per child),

Crayons
Scissors
pattern blocks
other manipulatives for Special needs students
pattern block template (optional)
Fraction worksheet
White and Smart Board
Exit Slips

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Lesson 1 of 4

Nour Al-Baltaji

Medaille College

EDU500

2017-18