ED 345 Calvin College Lesson Planning Form

Teacher:
Miss Heykoop
Theme: Equivalent Fractions

Date:

4/7/16

Subject/ Topic/

I. Objectives
What is the main focus of this lesson?
This lesson focuses on finding equivalent fractions.
How does this lesson tie in to a unit plan? (If applicable.)
This is the fourth lesson in a fraction unit. It focuses on finding fractions.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
1) SWBAT find equivalent fractions.
2) SWBAT work with others to find equivalent fractions.
II. Before you start
Prerequisite knowledge
and skills.
Assessment
(formative and
summative)

Students should know how to add, subtract, and multiply fractions. They
should also know how to find equivalent fractions and reduce fractions to
their simplest form.
Formative: Students will play a game to practice finding equivalent
fractions.

Summative: Students will be taking a short quiz on adding, subtracting,

multiplying, and reducing fractions. They will also be completing an
equivalent fractions worksheet.
Universal Design for Learning Networks/Domains (see UDL Guidelines)

AFFECTIVE
Multiple Means of
Engagement
Options for Perception
Options for recruiting interest
Students will be able to explore equivalent
We will be making equivalent
fractions using a game as a visual.
fractions booklets which students
can use to help them in during
the equivalent fraction game.
Options for Language/Symbols
Options for Sustaining Effort &
When talking about fractions students will
Persistence
be using the terms: numerator,
Students will be doing various
denominator, and equivalent. The board
activities throughout the lesson to
game will be a visual of these things.
keep them engaged such as:
taking a quiz, making an
equivalent fractions book, and
playing a game.
Options for Comprehension
Options for Executive Function
Options for Self Regulation
Students have added, subtracted,
Students will explore equivalent
Students will be self-motivated
multiplied, and found equivalent fractions. fractions using their equivalent
because they get to complete lots
This will build on their knowledge of it.
fractions booklet.
of activities and show their
knowledge of equivalent fractions
through the game.
Scissors,
glue,
markers,
Equivalent
Fraction
booklet, marker chips,
Materials-what materials
recording
sheet
(books, handouts, etc) do
you need for this lesson
and do you have them?
Students will be working at their desks.
Do you need to set up
your classroom in any
special way for this
lesson? If so, describe it.
RECOGNITION
Multiple Means of Representation

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Students will be able to explore
equivalent fractions using their
booklets and by playing the
equivalent fractions game.
Options for Expression
Students will work with a partner
by playing a game to explore
equivalent fractions. They will
also be able to show what they
know by doing the worksheet.

III. The Plan

Tim
Parts
e
Motivatio
10
n
min
(Opening/
Introducti
on/
Engageme
nt)
7
min

Developm
ent

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
- Show the example of the equivalent fraction booklet and explain how to put
it together
-

Give students the fractions quiz

They may start working on their booklets after they have finished the quiz

Have the game board written on the board and use sticky notes as the
marker chips to move across the board
- Instructions:
- You want to move from 0 to 1 using equivalent fractions to get across the
15
board
min
- Draw a card from the pile; this is the number you will have to work with
- Move the chip to the spot on the board that matches the card fraction or add
2 fractions together to make that number
- Have students record their strategies on the recording paper and work as a
team
- Walk around and check on students progress
13
- Have students share strategies they used or found helpful in the game
Closure
min
- Have students work on math worksheet for homework
Your reflection on the lesson including ideas for improvement for next time: