Microteach Lesson Plan

Teacher Name Miss Rawson Date June 10, 2015

Subject Area Mathematics Grade 4
Topic Fractions Time 15 minutes

General Learner Develop number sense.

Outcome(s)
Taken from Alberta
Program of Studies
Demonstrate an understanding of fractions less than or equal to one by
Specific Learner using concrete, pictorial, and symbolic representations to: name/record
Outcome(s) fractions for the parts of a whole or a set; compare and order fractions;
Taken from Alberta model and explain that for different wholes two identical fractions may
Program of Studies not represent the same quantity; provide examples of where fractions are
used.
Students will:
Learning  Be able to represent fractions as parts of a set using concrete
Objectives materials
What do you want your
students to learn?  Be able to name/record fractions of sets
 Be able to use objects to model fractional parts of a set
By looking if the students are counting all the items first, and using that
Assessment number for the denominator and then counting the coloured items for
How will you know your
students have learned? the numerator. As well as having them complete the worksheet and
marking that for assessment.
 Hand sanitizer
Materials  Cookies (Two different kinds)
What resources will you  Worksheets
need?
 White board and whiteboard markers
 Colouring materials

 Remind students that they should know that a fraction names

equal parts of one whole and that they can read/interpret the
fractions symbol
 Count students, ask how many have a certain colour of hair, wear
glasses, are wearing white, etc. Ask them what fraction does that
Introduction
make, reverse question, ask fraction again, compare.
 Pair up students and divide cookies. Have one student pull them
out and another student record results. Switch roles. Complete
activity twice each. Suggest alternative ways to record results
(draw pictures, fractions, etc.)

ED 2500 – Orientation to Teaching

Instructor: Kurtis Hewson
  5 minutes
 Display one set to the class
 Ask: How did you find the fractional parts? (A: I counted how
many were in a whole set); How did you know which fractions to
use? (A: There were 6 cookies in all. 5 of them were choc. chip, so
5 sixths were choc. chip and 1 sixth was ginger molasses.)
Body  Add one more choc. chip cookie. Ask: how would you describe the
set now? (A: 6 sevenths are choc. chip and 1 seventh is ginger
molasses.)
 Take away two choc. chip cookies. Ask: How would you describe it
now? (A: 4 fifths are choc. chip and 1 fifth is ginger molasses.)
 5 minutes
 Have a worksheet class can work on alone or with a partner
Closure  Share the cookies between classmates at the end of class
 5 minutes

ED 2500 – Orientation to Teaching

Instructor: Kurtis Hewson