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 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)

The students will demonstrate the ability to multiply fractions to make equivalent
fractions by completing the Math Facts activity and accurately completing the Roll a Di
to Multiply hand out.

II. Instructional Materials

Basic math fact cards for multiplication (one set)
Math Facts Problem cards (one set)
Math Facts answer cards (one set)
Roll a Die to Multiply Handout (one per student)
Paper (one per student)
Pencil (one per student)
Di (one)
Math notebooks (one per student)
III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)
Prerequisite skills:
Students know basic multiplication facts
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.

Multiplication: The process of combining matrices, vectors, or other quantities under

specific rules to obtain their product.
Big Idea:
Multiplication can be used to make equivalent fractions
New Content:
Multiplying the numerator and denominator by the same number makes an equivalent
fraction.
IV. Implementation
A. Introduction
1.) The teacher will begin the lesson, telling students they will be engaging in basic
multiplication math facts and they will be given basic math facts.
2.) The teacher will wait for students to answer math facts by raising their hand to indicate they
have an answer.
3.) After reviewing basic multiplication math facts, the teacher will explain they will be doing
something similar today to make equivalent fractions.
B. Development
1.) The teacher will explain, "So far, we have used models and number lines to find equivalent
fractions. Another strategy we can use is multiplication. Fractions that have the same numerator
and denominator are equivalent to one whole".
2.) The teacher will model an example with the class and think-aloud through the process of
solving the problem. Students should be given white boards and markers to follow along in the
process of solving the problem. The teacher will display on the board and say the problem, "A
recipe for Italian wedding soup calls for 4/5 pound of ground beef. We are going to use
multiplication to find two equivalent fractions"
3.) The teacher will explain, "The rule to using multiplication to find equivalent fractions is to
multiply the numerator and denominator by the same number. Let's look at our problem. We have
to find two equivalent fractions to 4/5. So I am going to pick the number two. An easy way to do
this is to line up the number you are multiplying right next to the numerator and denominator. I
will line up a two next to the numerator and a two next to the denominator. So, I know I have to
multiply the numerator and denominator both by two. Let's start with the numerator first. What
is four multiplied by two? (8) Good! Let's write that as our new numerator. What is five

multiplied by two? (ten) Good! Lets write that as our denominator. What fraction did we make?
(8/10). So 4/5 is equivalent to 8/10."
4.) The teacher will model another example to find an equivalent fraction for 4/5. The teacher
will explain, "I need to multiply the numerator and the denominator by the same number. I can
pick any whole number. I will pick nine. We have to find two equivalent fractions to 4/5. I will
line up the number nine right next to the numerator and denominator. So, I know I have to
multiply the numerator and denominator both by nine. Let's start with the numerator first. What
is four multiplied by nine? (36) Good! Let's write that as our new numerator. What is five
multiplied by nine? (45) Good! Lets write that as our denominator. What fraction did we make?
(36/45). So 4/5 is equivalent to 36/45."
5.) The teacher will do an example guiding the students through the example. The teacher will
write the problem on the board and say it aloud, A recipe for Italian wedding soup calls for 6/8
pound of ground beef. We are going to use multiplication to find two equivalent fractions". If the
students are struggling, the teacher will do one more example with the students guiding them
through the process of using multiplication to make equivalent fractions.
6.) After the students have completed the problem and reviewed the answer, the teacher will
introduce the activity Math Facts. The teacher will explain each student will get a problem card
with a fraction on it. Once every student has received a problem card the teacher will reveal the
whole number, on the board, which the students are to multiply their fraction card by. In the back
of the room, will be a set of answer cards. The students are to find the answer to their card. Once
the students find their answer cards, they will show it to the teacher. The teacher will give the
students a thumbs up if they are correct. If the students are correct, they are to write down their
problem on a sheet of paper. After writing the problem, they may receive the next card. The
teacher will reveal the next whole number, on the board, in which they will complete the same
process to find the answer card. The goal is to finish both problems first.
7.) Upon completion of Math Facts, the teacher will review some of the problem cards and their
set of answer cards the students have completed. Students will then be asked to clear their
materials for the next activity.
8.) The teacher will introduce the activity Roll a Di to Multiply. The teacher will give each
student a handout. The teacher will explain that they will roll a di to determine what will be
multiplied in each of the problems. The teacher will ask one student to come up to roll the di for
the first problem. After the student rolls the di, students will be instructed to write down the
number that was rolled in the blanks after the multiplication symbol. The teacher will repeat this
process with the students for each of the problems that require the di to be rolled.

C. Closure
1.) Upon completion of the problems, the teacher will collect the Roll a Di to Multiply handout
as a form of formative assessment.

2.) The teacher will explain that the students will have one lightening round. The teacher will
randomly select one student. The student will collect one of the three lighting card flash cards for
a lighting round (cards will vary based on ability grouping).
3.)Once the student has picked the lightening card, the teacher will display the lightening card
for the students to make an equivalent fraction in their math notebooks.
4.) The teacher and the students will review the answer and review how multiplication can be
used to make equivalent fractions.

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
lightening round.
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
1.) Math Facts
Teacher will monitor students performance during this activity. The teacher will note students
who struggle to complete the task. Students who struggle will receive further instruction by the
teacher through a focused mini lesson.
2.) Roll a Die to Multiply
The handout Roll a Die to Multiply will be out of sixteen points. Students will be graded by
completing every blank on the worksheet accurately. Each blank is worth one point. Students
who struggle will receive further instruction by the teacher through a focused mini lesson.

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)

Students performed very well. Seven Students needed remediation. Students who failed
to meet the objective had similar error patterns in which they multiplied the numerator
and denominator by one. In this case, they did not meet the objective because they
created the same fraction instead of an equivalent fraction. In remediation, I further
explained the reasoning for their error and explained more in-depth that the when the
same number is represented in the numerator and denominator it represents one whole.
B. Personal Reflection (Questions written before lesson is taught.)(Reflective answers to
questions recorded after lesson is taught.)
Did I model the strategy appropriately so that students understood the concept?
Yes, I feel as if the students really understood the concept. One thing I would change in
instruction is making it more clear that multiplying by one does not make an equivalent
fraction but rather represents the same fraction.
Reflection:
This was a hard concept for the students to understand at first. In the lesson, I had to
make it clear multiple times that we are multiplying by the same number in the numerator
and denominator. I found that after we multiplied, it was clearer to draw an area model to
represent the fraction and prove that they were equivalent. This allowed the students to
make a visual connection to this new concept.

Roll a Di to
Multiply
1.) 3_ x
12

2.) 7_ x
10

3.) 2_ x
8

4.) 5_ x
6