KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT
Teacher Candidate: __________Olivia Braadt________________________________________
Date:
2/25/15_________
Cooperating Teacher: _______Lisa Swope__________________________________________
Coop. Initials:
________________
Group Size: _41(3 rotations)_________ Allotted Time: ________45 minutes _____
Grade Level:
__________4______
Subject or Topic: ___________Math: Equivalent Simplifying Fractions___
Section: _____________________

STANDARD: (PA Common Core):

CC2.1.4.C.1 -Extend the understanding of fractions to show equivalence and

ordering.
M4.A.1.3.1: Find/list/identify all factors through 10 of any given number.

I. Performance Objectives (Learning Outcomes)

Students will accurately divide (simplest form) fractions by identifying the Greatest
Common Factor by completing the Greatest Common Factor diagram.
II. Instructional Materials
Catching the bad guy Using the Greatest Common Factor Video
Document camera
Internet access
Rainbow factor example diagram (one)
Greatest Common Factor Process poster (one)
White Board (one per student)
Dry Erase Marker (one per student)
Eraser (one per student)
Paper (one per student)
Pencil (one per student)
Greatest Common Factor Diagram (one per student)
III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)
Prerequisite skills:
Students know basic common factors
Students know what equivalent fractions are
Students are familiar with fractions
Key Vocabulary:
Numerator: The top number on the fraction.

Denominator: The bottom number on the fraction.

Equivalent fractions: Fractions that represent the same part of a number.
Factors: a number or quantity that when multiplied with another produces a given
number or expression.
Greatest Common Factor: The greatest of the common factor of two or more numbers.
Simplest form: a fraction is in simplest form when its numerator and denominator have
no common factor other than 1.
Division the action of separating something into parts, or the process of being separated.

Big Idea:
Using division by the greatest common factor to find equivalent fractions
New Content:
Division by the greatest common factor can be used to make equivalent fractions
IV. Implementation
A. Introduction
1.) The teacher will reveal a rainbow factor diagram on the document camera for the students to
see.
2.) The teacher will ask the students when and where they have previously used this method
before. The teacher will take varying responses at this time and take into account student
responses.
3.) The teacher will explain, similar to using rainbow factor diagrams we will be learning how to
find the greatest common factor.
4.) After discussion, the teacher will display for the students viewing,
Catching the Bad Guy Using the Greatest Common Factor. Guiding questions
will be asked to take into account students understanding.
5.) After the basic introduction of Greatest Common Factors (GCF), the teacher will explain the
process of dividing equivalent fractions using GCF by guiding students attention to the Process
poster.
B. Development
1.) The teacher will explain that the students will be solving a problem and going through the
process together as a class. The teacher will display on the document camera and read aloud,
Matt found twelve baseballs. Six of them had a Phillies logo on them. What fraction of the
baseballs had a Phillies logo?

2.) The teacher will remind students to look at the process poster. The teacher will explain the
first step is to write the fraction. The teacher will ask students to think-pair-and-share what the
fraction would be in the problem. After the students have discussed in their groups what fractions
of the baseballs had a Phillies logo, the teacher will write the fraction and display it on the
document camera.
3.) The teacher will explain the next step is to find the common factors of both the denominator
and the numerator (six and twelve). The teacher will display the Greatest Common Factor (GCF)
diagram on the document camera and explain the students will be using the GCF Diagram to
help students generate the GCF. Students will be instructed to grab a white board and marker to
copy the diagram.
4.) After the students have copied the diagram, correctly labeling each part, the teacher will
further explain the next step in finding the GCF. The teacher will explain, Our next step is to fill
in the blanks of the diagram. Lets look at our fraction. What numbers are we using the find the
GCF? (six and twelve). Good! We need to write both the numerator on one side of our diagram
and the denominator on the other. We will leave the center blank for now. Now lets start with the
six. We need to find all the factors for six. Lets write them now. (1,2,3,6). Now lets look at the
side with the twelve. Lets write all the factors of twelve (1,2,3,4,6,12). Good! Those are all the
factors of twelve.
5.) The teacher will explain the next step in completing the diagram is to write the factors both
numbers share in the center. The teacher will ask the students to do this in their table groups and
compare answers.
6.) After the students have compared their common factors, the teacher will review the correct
corresponding factors that they should have on their whiteboards. (1,2,3,6)
7.) The teacher will explain that though they are all common factors, the students need to find the
GFC or the largest number in the center of their diagram. The teacher will ask for volunteers,
with their hands raised, to share what is the GFC (6). Upon finding the GFC, students should be
instructed to circle that number on their diagram.
8.) After finding the GCF, the teacher will explain the next step in the process is to divide both
the numerator and denominator by the GCF to write the fraction in simplest form. Once the
students have completed their division, the teacher will ask the students to think-pair-and-share
with their table partners what fraction they have made (1/2).
9.) The teacher will complete a similar problem with the students guiding the teacher through the
process step by step. First, writing the fraction, finding the GCF, and then dividing the numerator
and denominator by the GCF. (Fractions will vary based on ability group)
10.)After the students complete the problem, the teacher will direct the students to put their white
boards away and have the paper passers hand out the Greatest Common Factor Diagram and a
piece of lined paper for their final answer. The teacher will explain that after doing a couple of
models together they will now be completing this problem independently.

11.)The teacher will display and read aloud the following problem, Olivia had twelve baseball
cards. Seven of them were the Phillies. What fraction of the baseball cards were Phillies? Write
the fraction in simplest form. The teacher will remind students of the steps in the process and
point the students attention to The Greatest Common Factor process poster. For struggling
learners, the teacher may display an example of their previous work on the document camera.
C. Closure
1.) Upon completion of the problem, the teacher will collect the Greatest Common Factor
handout and the students response papers as a form of formative assessment.
2.) Students will be given two blue sticky notes and two yellow. The teacher will explain on the
blue sticky note the students are to write what they feel most comfortable with or learned in the
lesson. On the yellow sticky note they will write what they are still have trouble with or
questions they still have. The teacher will have the students place the blue sticky notes on the
right hand side of the board and the yellow on the left hand side.
3.) The teacher will review the lesson with a discussion on the concepts and answering any of the
questions of concerns on the sticky notes the student had.
D.) Accommodations
Group 1
Group one will require more repetition and extra support to meet students needs.
Group 2
Group 2 will require some repetition.
Group 3
Group three will benefit from possibly trying to discern how to handle larger fractions during the
lesson.
Individual Accommodations
Student H., P., and C., benefit from praise to boost self-confidence. Student E. and A. need extra
attention to their individual work.
E.)Evaluation plan
The teacher will collect students diagrams to see if they understood the objective of the lesson.
If students filled out their diagram and simplification of the fraction is correct then the student
has met the objective. The students will be evaluated using the following checklist. Check-list Students will be evaluated based on the following example checklist. If the accurately completes
the section on the check-list, they will receive a check. If the student does not complete the
section on the check-list, they will receive a minus in that area. If the student was not present
during the lesson, both section will be noted AB to indicate absent. Students who struggle

will receive further instruction by the teacher through a focused mini lesson.

Name:

Student filled out the Greatest

Common factor Diagram
correctly including all
sections.

Students were able to identify

the Greatest Common Factor
and used this to correctly
simply the fraction.

Student 1
Student 2
Student 3
Etc.

V. Reflective Response
A. Report of Students Performance in Terms of States Objectives (Reflection on students
performance written after lesson is taught, includes remediation for students who failed to
meet acceptable level of achievement)
B. Personal Reflection (Questions written before lesson is taught.)(Reflective answers to
questions recorded after lesson is taught.)
VI. Resources
Math Cartoon - catching the bad guy using the Greatest Common Factor.
(n.d.). Retrieved February 16, 2015, from https://www.youtube.com/watch?
v=ox2CWep7ltk

1.)

Write the fraction

2.) Find the common factors of the

denominator and the numerator

3.) Divide the denominator and the

numerator by the greatest common factor

Example of Greatest Common Factor Diagram