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University of North Alabama Lesson Plan Template
Lesson Title: What is the central focus of your lesson?
Fractions as part of a whole unit Grade: 3
Date:11/7
CCRS Content Standard(s):
25 ) Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. [3-G2]
Arts Standard(s):
4) Demonstrate an understanding of the safe and proficient use of materials, tools, equipment, and studio space.
Special Learning Needs/Individual Education Plan/504 Goal(s) and benchmarks specific to this lesson (as directly indicated on the plan): Think about a student(s) that could be in your class with a special need. How will you modify this lesson in order to effectively teach this student(s)?
For student that are blind you could find braille cards that would be cool.
This template will serve as the official lesson planning document for the college. The categories within the template represent the minimum requirements of a lesson plan and the rubric score will be based off those categories. Additional categories may be added by faculty, staff, or the cooperating teachers.
Strategies
Daily Lesson Objective(s)
Objectives are measurable and aligned with the standard.
⦁ Students will be able to identify fractions value and be able to add different fractions to make a whole number
Introduction to Lesson/
Activating Thinking
How will you introduce the lesson and gain the students’ attention? What connections can you make to the students’ interests, culture, or our community assets?
⦁ Remind the students about their previous lessons about what fractions are.
⦁ Ask them what they know about fractions.
⦁ See what they know about what can be cut into fractions
Body of Lesson/Teaching Strategies
Remember to be detailed enough that someone else could pick up your plan and teach the lesson.
⦁ Build off their knowledge of fractions from last lessons
⦁ Go over key terms: denominator, numerator, fraction, and whole
⦁ Give the students cut up pieces of the cards.
⦁ Ask them to put the cards back together and identify what fraction they represent.
⦁ Ask them to write that answer on the card
⦁ Tell them to use their understanding of fractions to put together whole cards using different fractions
⦁ Once they have done this a few times correctly get them to explain it
⦁ Then the Teacher explain it
Materials/Technology
List ALL materials needed for this lesson.
⦁ Deck of cards
⦁ Scissors
⦁ Pencil
⦁ Sharpie/markers
⦁ Paper
Closure/
Summarizing How will you wrap up your lesson and review what was taught?
https://www.youtu⦁ b⦁ e⦁ .com/watch?v=lTce7f6KGE0
⦁ Watch the fun video to wrap up and go over the main points
Assessment/
Evaluation
How will you show that you have documented the learning for each student? State whether your assessment is formative or summative.
Reminder: Assessment plan must align with objective(s)/standard(s).⦁ Take notes as students work in their groups to help determine the level of understanding of the students.
⦁ Mark the students work as they completed in the individual task.
⦁ Tell them to draw their own card, circle, etc. that they can then split into fractions to show their knowledge of how the addition of different fractions create a whole.
Reflection – Reflect on the planning AND the teaching of the lesson. Think about issues that could occur if you were to teach this to children. Discuss feedback that you received from peers as you taught this lesson.
Planning:⦁ I should have thought through it as more of a student’s perspective.
⦁ Maybe should have let them cut the cards instead of putting them back together to use as the activity
Teaching:
⦁ When teaching I realized the cards where a little difficult to put back together.
⦁ When it comes to class size it might be easier to allow them to cut index cards instead.
⦁ If I used cards again, I would make sure that they were not all the same suit and color because that made putting them back together more difficult.
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