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# of Students: 24
Pre-Assessment: Describe why the analysis of pre-assessment data is used in developing lesson
objectives/learning targets.
It is important to analyze pre-assessment data when developing lesson objectives so that instruction is
meeting the needs of students. It is possible that the data would show that students are not ready for the
material and more review is needed before moving on. However, the data may also show that students
already have a firm grasp on the content and therefore more challenging activities should be used.
Lesson Objectives/
Learning Targets
Add rows as necessary.
Lesson Assessment
In parentheses, indicate the Blooms Taxonomy level (knowledge,
comprehension, application, etc.) for each assessment item. Each learning
objective/target is measured by a formative assessment item.
Objective/target:
I can identify and name
equal parts of circles and
rectangles as halves,
thirds, or fourths.
Procedures
List in chronological order the sequence of strategies and activities you will use to engage students and
accomplish your objectives. Within this sequence, describe how the differentiated strategies will meet
individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when,
and where of the instructional strategies and activities.) Add more rows as necessary.
Time Range
5 minutes
20 minutes
Description
Introduction: (Students on carpet)
Activate prior knowledge
Read and dissect I can statement
Introduce vocabulary halves, thirds, fourths by using a piece of paper to
represent a brownie. Ask students to think about how many pieces they would cut
the brownie into if they wanted to share with 1, 2, or 3 friends.
Ask students to think of other situations where they would want to divide
something equally.
Activity with circles and squares (Students return to desk)
Have children return to seat and open books to page 533.
Students will work in groups of 2-3
Divide circles and squares into halves, thirds, and fourths. Students will draw
pictures in their books showing halves, thirds, and fourths.
I will use questioning to meet the needs of diverse learners by asking students
how they know circles are divided into equal shares, and what other ways the
shapes can be partitioned in halves, thirds, and fourths. I will ask students who
20 minutes
5-10 minutes
are ready for a challenge if equal parts are always the same shape. I will also help
students who are having a difficult time partitioning shapes by having them place
equal shares on top of one another to illustrate that they are the same size.
Practice identifying and naming equal parts (Students at desk)
Students will do pages 534-536.
I will model the first few problems, and then we will do the first page as a whole
group. Students will then practice the rest on their own.
Summary and exit slip (Students at desk)
Review I can statement and ask students if we met the lessons goal.
Explain exit slip and have students complete.
Media/Technologies/Resources:
List all media, technology, and resources utilized in this lesson. Cite where appropriate.
Technology: Smartboard to display pages from students book to use during instruction.
Resources: Fraction sets of circles and squares that can be partitioned into halves, thirds and fourths. Go
Math Chapter 11, Lesson 7.
Go math! (Common core ed.). (2012). Orlando, Fla.: Houghton Mifflin Harcourt Publishers.