Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Emily Jeninga

Date Subject/ Topic/ Theme Math: Fractions: halves, thirds, and uarters !rade """#st"""""""""
I. Objectives
How does tis lesson connect to te unit !lan"
This lesson connects the prior idea o$ eual parts and uneual parts to the more concrete idea o$ $ractions% This lesson introduces the terminology o$ halves, thirds,
and uarters%
Learners will be able to#
cognitive&
' ( )p )n E *+
physical
development
socio&
emotional
De$ine ,hole, hal$, third, and uarter '
'ecogni-e thirds, halves, and uarters o$ a shape '
(nderstand that the bigger the number on the bottom o$ the $raction, the smaller the pieces
Equally divide a circle and rectangle into , 1/3, 1/4

(
)p .
Common Core standards $or %LCEs if not available in Common Core& addressed#
**SS%Math%*ontent%#%!%)%/
0artition circles and rectangles into t,o and $our eual shares, describe the shares using the ,ords halves, fourths, and quarters, and use the phrases half of, fourth of,
and quarter of% Describe the ,hole as t,o o$, or $our o$ the shares% (nderstand $or these e.amples that decomposing into more eual shares creates smaller shares%
12ote# 3rite as many as needed% 4ndicate ta.onomy levels and connections to applicable national or state standards% 4$ an objective applies to particular learners
,rite the name1s5 o$ the learner1s5 to ,hom it applies%5
+remember, understand, apply, analy-e, evaluate, create
II. 'efore (ou start
Identif( !rere)uisite
*nowledge and s*ills.
Fractions must be eual parts
Outline assessment
activities
1applicable to this lesson5
Pre-assessment (for learning):
Fraction matching preassessment: My 0reassessment helped me see that many o$ my students ,ere not
e.posed to the notation that $ractions ,ere ,ritten in% The activity they ,ere doing presented
Fractions li6e this 7, many students read that as #8, and ,ere trying to continue on in the activity
recogni-ing that is #8 rather than #//8% 4 also had a lot o$ students ,ho vie,ed $ractions as part to
part, rather than part to ,hole% For e.ample they ,ere giving a circle bro6en up into 9 parts, ,ith one
part shaded, many students told me that ,as #// because one part ,as colored in, and three parts
,eren:t%
Formative (for learning):
3al6ing around monitoring the students as they identi$y the various pieces%
Formative (as learning):
The students can chec6 themselves on the bac6 o$ the $ruit i$ they got the $raction correct
Summative (of learning5:
Final project in last lesson o$ the Fraction;ot
+at barriers migt tis
lesson !resent"
+at will it ta*e ,
neurodevelo!mentall(-
e.!erientiall(-
emotionall(- etc.- for (our
students to do tis lesson"
Provide /ulti!le /eans of
0e!resentation
Provide /ulti!le /eans of
Action and E.!ression
Provide /ulti!le /eans of
Engagement
0rovide options $or perception&
making information perceptible
<rally/verbally, ,ritten on the
board, on the $ruit shapes
0rovide options $or physical action&
increase options for interaction
4nteraction ,ith the $ruit pieces,
and dice, moving around the room
to the di$$erent ,or6 stations
0rovide options $or recruiting
interest& choice, relevance, value,
authenticity, minimize threats
Fruit game=di$$erent styles o$ the
game, coo6ie demonstration
0rovide options $or language,
mathematical e.pressions, and
symbols& clarify connect
language
<rally, symbolically, and in a
model 1$ruit shapes5
0rovide options $or e.pression and
communication& increase me!ium
of e"pression
>erbally, physically through the
game
0rovide options $or sustaining e$$ort
and persistence& optimize
challenge, collaboration, mastery-
oriente! fee!back
>arying ,ays to play the game,
,or6ing together, students can:t
play a game unless there are other
students to play ,ith them
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0rovide options $or comprehension&
activate, apply highlight
@ave to apply 6no,ledge o$
$ractions 1,ritten symbolically5
to a model 1the $ruit5
0rovide options $or e.ecutive
$unctions& coor!inate short long
term goals, monitor progress, an!
mo!ify strategies
Short term goals = recogni-e a
hal$/third/uarter, long term
goal: be able to divide the
shapes themselves
0rovide options $or sel$&regulation&
e"pectations, personal skills an!
strategies, self-assessment
reflection
Sel$&regulation by chec6ing
their ans,er on the bac6,
re$lecting ,hen as6ed as ,e
come bac6 together, ,hat did
,e learnA
/aterials1wat materials
$boo*s- andouts- etc& do
(ou need for tis lesson
and are te( read( to
use"
*oo6ies, ,hite board, ,hiteboard mar6ers, $ruit salad game = $ruit pieces, $raction dice, Bpaper plateC
$or $ruit to be on
How will (our classroom
be set u! for tis lesson"
<pen space $or large group instruction, small ,or6 stations around the room $or groups to play the
$ruit salad game%
III. 2e Plan
2ime Com!onents
3escribe teacher activities A43 student activities
for eac com!onent of te lesson. Include im!ortant iger order tin*ing )uestions and5or
!rom!ts.
/otivation
1opening/
introduction/
engagement5
'eintroduce the ,ord, B$ractionC ,rite a $raction
on the board so they see ho, a $raction is set up
!o over ,hat the top number and the bottom
number mean: top= ho, many parts you have,
bottom=total number o$ parts%
*oo6ie: as6 i$ students ,ould li6e one hal$ or one
$ourth = hope$ully they say one $ourth, cut coo6ie
into $ourthsD then say hal$D comment on ho, the
bigger number on the bottom meant smaller pieces
'espond: 3hen as6ed to repeat ,hat they just
learned to a partner: repeat ,hat they just learned
to the person sitting ne.t to them%
'espond to uestions as6ed, such as ,ould you li6e
a hal$ or a uarter
67
min
3evelo!ment
1the largest
component or
main body o$
the lesson5
E.plain the Fruit salad game% 'oll the die, and
then have to ta6e that si-e o$ $ruit out o$ the
middle, they are trying to ma6e a ,hole ,ith their
pieces o$ $ruit%
Eisten to all directions, then brea6 up into groups
1that the teacher designates5 and play the game%
There should be time $or 8 games% ;eing a good
sport ,hen you don:t ,in, because not everyone
can ,in%
8 min
9 min Closure
1conclusion,
culmination,
,rap&up5
)s6 students ,hat they learned% Try and get
students themselves to say the ,ords: $raction, hal$,
third, and uarter%
)lso have them repeat this sentence: The bigger the
'espond to uestions by trying to use the ne,
vocabulary% 0articipate in large group activity%
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bottom number the smaller the pieces% )dd in hand
motions%
:our reflection about te lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement
for ne.t time. 13rite this a$ter teaching the lesson, i$ you had a chance to teach it% 4$ you did not teach this lesson, $ocus on the
process o$ preparing the lesson%5
Teaching this lesson, 4 ,as very concerned about the small group ,or6, because my students haven:t done much in the past, but it
,ent really ,ell $or ho, in$reuently my students had been e.posed to it% 4$ 4 teach this lesson again in the $uture, 4 ,ill spend more
time ,or6ing on the terms, and getting them $amiliar ,ith the big ideas, be$ore jumping in to this game% The one thing 4 did li6e
about jumping in ,ith the game ,as it allo,ed many students to Bma6e discoveriesC on their o,n, that they ,ere very e.cited to tell
me about% 4 also need to emphasi-e the bigger the bottom number the smaller the pieces, because that is something that my students
seemed to struggle ,ith%
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