ED 345 Calvin College Lesson Planning Form

Teacher:
Miss Heykoop
Theme: Adding Fractions

Date:

4/4/16

Subject/ Topic/

I. Objectives
What is the main focus of this lesson?
This lesson focuses on adding fractions with common and unlike denominators.
How does this lesson tie in to a unit plan? (If applicable.)
This is the first lesson in a fraction unit. It focuses on adding fractions with common and unlike
denominators.
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 add fractions with common and unlike denominators.
2) SWBAT give examples of how fractions were used in the Bible and in the world today.
II. Before you start
Prerequisite knowledge
and skills.

Students should know how fractions are parts of a whole. They should also
be familiar with the terms numerator and denominator.
Formative: I will be taking notes on students progress as they work on
adding fractions on their white boards and when working with the pattern
blocks.

Assessment
(formative and
summative)

Summative: Students will be completing a self-assessment rubric and

worksheets.
Universal Design for Learning Networks/Domains (see UDL Guidelines)
RECOGNITION
Multiple Means of Representation
Options for Perception
Students will be able to explore equivalent
fractions with visuals and manipulatives.
The content will also be presented
verbally.

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Students will be able to explore
equivalent fractions using pattern
blocks. They will also reading
Bible verses to talk about where
fractions are used in the Bible and
world.
Options for Expression
Students will work with pattern
blocks to explore equivalent
fractions. They will also be able
to show what they know using the
self-assessment rubric and by
doing the worksheets.

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
We will begin by exploring where
fractions are used in the world
and Bible by reading Bible verses.
Students will also get to work with
pattern blocks and white boards.

Options for Sustaining Effort &

Persistence
Students will be doing various
activities throughout the lesson to
keep them engaged such as:
finding fractions in the Bible,
exploring equivalent fractions
with pattern blocks, and solving
fraction addition problems.
Options for Comprehension
Options for Executive Function
Options for Self Regulation
Students have worked with fractions
Students will explore equivalent
Students will be self-motivated
before by identifying the numerator and
fractions using their pattern
because they get to complete lots
denominators. They have also compared
blocks with their partners.
of activities and evaluate their
fractions and drawn pictures as a
understanding of adding fractions
representation.
at the very end.
Bible verses on fractions slips, cup for slips, adding fractions w/ and w/o
Materials-what materials
(books, handouts, etc) do common denominators worksheets, pattern blocks, pencils, white boards,
markers, self-assessment rubric
you need for this lesson
and do you have them?
Options for Language/Symbols
When talking about fractions students will
be using the terms: numerator,
denominator, unlike and common
denominators, and equivalent. The
pictures they draw will demonstrate these
math vocabulary words.

Do you need to set up

your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
Motivatio
7
n
min
(Opening/
Introducti
on/
Engageme
nt)

3
min
5
min

5
min

5
min
15
min
Your

Students will be working at their desks.

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
- Ask: Who remembers what was on the small math test you took before
spring break?
- Does anyone remember what the first problem was? (adding fractions)
- Why would I need to know how to add fractions?
- Do you think people used fractions in the Bible times? What would they use
them for?
- Pass around a cup with Bible verses on fractions and have students read the
slips
- Talk about how fractions were used in the Bible (5=covenant judgement
time)
Developm
- Draw a candy bar on the white board to show 1/6 + 4/6; model how to write
ent
this in an equation
- Ask: what does the word equivalent mean? What do you think this has to do
with fractions? (the denominators have to be the same) Point out how both
fractions have a denominator of 6
- Pass out the pattern blocks and have students explore with equivalent
fractions (have the hexagon be = to 1)
- Students may work with their partners when exploring
- Model on the board how 1/3=2/6 with the pattern blocks and have students
show this using their pattern blocks
- Draw on the board what each piece equals from the whole
- Model how to change the denominators by finding the equivalent fraction of
1/3=2/6 (multiply the numerator and denominator by the same number)
- Draw a pizza and model this and how to solve 1/3 + 1/6
- Ask students to see if there is a simpler form of 3/6 by looking at the picture
- Have students solve these problems on their white boards and draw pictures
to represent the fractions: + 3/8, 1/3 + 2/9, 4/7 + 1/7
- Have students fill out the self-assessment rubric
Closure
- Have students work on math worksheet for homework
reflection on the lesson including ideas for improvement for next time: