KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT
Teacher Candidate: __________Olivia Braadt________________________________________
Date:
__2/19/15_________
Cooperating Teacher: _______Lisa Swope__________________________________________
Coop. Initials:
________________
Group Size: _41 students (3 rotations)__ Allotted Time: ________45__minutes_____
Grade Level: ______4______
Subject or Topic: ___________Math: Equivalent Fractions___
Section: _____________________

STANDARD: (PA Common Core):

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

ordering.

I. Performance Objectives (Learning Outcomes)

Students will be able to recognize that fractions are equivalent using drawings to
represent equivalent fractions.

II. Instructional Materials

Doc camera
Pencil (one per student)
Paper (one per student)
Chalk (one piece)
Chalk Board
III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)
Prerequisite skills:
Students are familiar with the method of a think-aloud and understand the process
of how the teacher models a strategy using this form of instruction.
Knowledge of basic faction concepts
Ability to converse in small and large group discussions
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.
Big Idea:
Fractions can be drawn to show equivalence

New Content:
Equivalent fractions can be represented through visual representations
IV. Implementation
A. Introduction
1.) The teacher will begin the lesson by reviewing and asking, "How can different fractions name
the same amount?" (The teacher will take varying responses at this time)
2.) The teacher will review and explain, The top number on a fraction is the numerator. The
bottom number on a fraction is the denominator. Fractions that represent the same part of a
number are called equivalent fractions."
3.) The teacher will explain, "Like fraction tiles, we can draw representations of the fractions to
see if two fractions are equivalent".
B. Development
1.) The teacher will direct the students attention to the document camera. The teacher will draw
a square and divide it into eight equal parts. The teacher will explain, "I used the square as the
whole and made eight equal parts. Each rectangle within the square represents a part of the
whole". The teacher will use this visual to represent a fraction. The teacher will think aloud, "If I
wanted to make the fraction five-eighths, I will need to shade in five parts of the whole. This will
make five-eighths." The teacher will shade in five parts for the students to see.
2.)The teacher will then draw a blank rectangle and ask, "Now, how could I make 3/5?(make five
equal parts) Good! I need to first make five equal parts. So I will draw five lines. I need to make
3/5 so how many of the equal parts should be shaded?" (three) The teacher will shade in the
equal parts to represent 3/5.
3.) The teacher will explain, "Now, that we know how to draw and make representations of
fractions, we can start to learn how to compare them." The teacher will give the students a
problem on the board. The teacher will read it aloud, "Karen ate part of the pizza (the teacher
will draw a pizza representing 5/6). She said 5/6 of the pizza is left. Jacob said that 10/12 of the
pizza is left. Are these equivalent fractions?"
4.) The teacher will direct the students to draw a rectangle and divide it into 6ths. The students
should then shade 5/6.
5.) The teacher will then explain, "If we divide the rectangle into 12ths we can see if these
fractions are equivalent." The teacher will use the representation on the board and divide it into
12ths. The teacher will ask, "How many parts are shaded now?" (ten) The teacher will explain,

"The number and size are different, but the shaded part of the rectangle is the same. This means
that 5/6 and 10/12 are equivalent fractions."
6.) The teacher will explain, "We will do the same thing to find out if 3/4 of the pizza is equal to
9/12". The teacher will first draw 3/4 using a rectangle to represent the fraction. The teacher will
explain, Now, I need to divide it into 12ths." The teacher will divide the rectangle into twelve
equal parts. The teacher will ask the students to explain whether these fractions are equivalent
and justify their answer. The teacher will then explain, "Again, the number and the size are
different, but the shaded part of the pizza is the same. This means they are equivalent."
7.) The teacher will explain, "Now I want you to try a problem on your own using the strategy we
have been using to compare two fractions." The teacher will write on the board and read aloud
the problem, "Jenna ate 6/8 of a pizza. Rylan ate 9/12. Did they eat the same amount?" The
students will be given a sheet of paper to complete their visual representation of the two fractions
and be instructed to compare the fractions (given ten minutes).

C. Closure 1.) When students are finished with their problem the teacher will ask the students to share their
ideas with their partners in a think-pair-share activity.
2.) After the students have shared their answers the teacher will direct the students to the front of
the room in order to have a class wide discussion in order reflect on the problem.
3.) The teacher will pose the following questions:
i. How did you find the equivalent fractions?
ii.How did knowing that equivalent fractions represent the same part of a number help
you formulate your answer?
iii. How can we relate our representation of equivalent fractions to our daily lives?
4.) The teacher will collect their papers as a form of formative assessment.

D.) 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
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.

Name

Student identified
whether the fractions
were equivalent
fractions by writing
equivalent or not
equivalent

Student used visual

representations or
drawings to represent
equivalent fractions

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)
All but five students were able to meet the objective. The area model was hard for some
students to comprehend. Instead with these five students, we created diagrams of the same height
and length that represented the same amount. In this way, we could compare once divided into
equal parts and shaded.

B. Personal Reflection (Questions written before lesson is taught.)(Reflective answers to

questions recorded after lesson is taught.)
For this lesson, I was not present due to an excused illness. The substitute relayed the
students results to me.

VI. Resources