EDUC 330/EDUC 347

Lesson Planning
Accessible Instructional Design

Lesson Title: Fractions 1

Part I Unit/Big Idea

Part I. Unit/Big Idea
What is the Big Idea (of the Unit/month, etc.)?
FRACTIONS!

How does this Unit address students IEP/PCP?

P Writing and identifying numbers through 20 and demonstrating 1:1 correspondence
through 10
R Writing numbers through 30
M Write numbers through 100
S Write numbers to 50
The Learner Will (your objectives):
Demonstrate understanding of equal parts by:
o Creating equal parts of play dough

Connection to Standards (Common Core, GLCES, Extended GLCES)

Common Core:
CCSS.MATH.CONTENT.3.NF.A.1
Understand a fraction 1/b as the quantity formed by 1 part when a whole is
partitioned into b equal parts; understand a fraction a/b as the quantity formed
by a parts of size 1/b.
GLCES:
N.ME.03.16 Understand that fractions may represent a portion of a whole unit
that has been partitioned into parts of equal area or length; use the terms
numerator and denominator.

Part IIa Lesson

Content
Lesson:
What is taught?
Concept to be learned?
What is the point?
Objective to be reached.
Description
Students will explore the concept for equal parts.
The teacher will demonstrate equal parts by cutting
up an apple and a cookie. Students will have the
chance to explore creating equal parts of a
rectangle and pie shape that they create out of play
dough.

Accessible Instruction Teacher Student Response

Methods/Strategies

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Accessible Instructional Design

Engagement: Show students 2 One!

Accounting for Interest
and Commitment
Provides way to
Internalize
Plan for Motivation
Affective Network
apples. Tell them you
want to split them
evenly between two
people. Ask, how
many apples do both
of us get? One half!
Now show the
students 1 apple.
Again explain that
you want to divide the
apple evenly among
you and another
person Again ask,
how many apples do
both of us get?
o If the students
dont catch on
quickly, take a
few
suggestions. If
they say cut the Students offer
apple, offer suggestions for where
suggestions of to cut the apple.
where to cut it.
Is this equal?
Once the students
determine the apple
should be cut in half,
ask them where to cut
it where we can get
equal halves. Offer
choices, here?
Here? Scaffold the
students to realize
that any cut besides
in the middle will not
be equal, or fair.
Cut the apple, show Students should
the two parts or answer by saying the
halves. Emphasize two halves are equal
that when you put sizes/amounts.
them together they
make a WHOLE.
Ask, is there any
difference between
the two halves? Are Half

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Accessible Instructional Design

they the same size?

Emphasize that they
are EQUAL because
they are the same
amount of apple.
Now take out the Cut it down the
cookie. Ask: if I only middle
have one cookie to
give to two students,
how much cookie Two
should each student
get?
Ask how to divide the No, they are the same
cookie? (Where size. They are equal.
should I cut it?)
Ask, how many of
these pieces (or
halves) do I need to
get a whole? Lead the students to
Ask, is there any suggest cutting the
difference between apple slices in half
these two halves? Are again.
they the same size?
Lead the students to
use the vocabulary
word, equal.
Now take the sliced
apple, holding it as a
whole. Tell the
students that now you
want to share this
apple evenly with 4
people. Ask, how can
we split this up 4
evenly?
Guide the students to
cut the halves again, 2
making four quarters.
Tell the students that
when a whole is
broken into four
pieces, you call the
pieces quarters.
Ask, how many of
these apple slices
make a whole?
Ask how many
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Accessible Instructional Design

quarters make a half

Process/Recognition: Explain to students

How the lesson is
received.
Mode of reception.
Recognition Network
that fractions are
always split into equal
parts.
Show the students
that all of the food we
cut was cut in equal
parts.

Product/Strategic: Now explain to the

How learning is shown.
Interaction with the
concept.
Mode of expression
Strategic Network
students that each of
them will be getting
some play dough and
a plastic knife.
Remind them of the
expectations:
o Play dough
needs to stay
on the desk
o Knives are only
to be used on
the play dough.
o Even though
play dough is a
lot of fun, we
still need to
have our
mouths off, ears
on, and eyes on
the teacher.
Pass out play dough Students shape their
and plastic knives to play dough into a
each student. rectangular prism.
Shape your play
dough into a Students cut their
rectangular prism. play dough in half.
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Accessible Instructional Design

Have the students

mimic your shape.
Tell the students that
they need to cut their
play dough into two
equal halves of the
whole. Students check their
Check the students play dough halves.
shapes. If they are
obviously uneven,
have them try again. Students put play
Have the students dough back together.
check their play Students cut their
dough by stacking the play dough into four
two halves on top of equal parts.
each other. Students check their
Have the students put quarters.
the play dough back
together.
Have the students cut
their play dough into Students roll their
4 equal parts. play dough into a flat
Fourths pizza shape.
Have the students
check their quarters Students cut their
by stacking them on pizza into two equal
top of each other. If halves.
they arent equal
have them try again.
Now have the Students cut their
students roll their pizzas into four equal
play dough into a ball quarters.
and flatten it into a
pizza shape.
Now have them cut
their pizza shape into
two equal halves.
Check to make sure
they are equal.
Stick the halves back
together. Tell the
students that you
want them to divide it
into four equal
quarters.
Encourage the
students to use
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Accessible Instructional Design

perpendicular lines
instead of parallel
lines.

Part IIb Lesson

Content ND Accommodations and Modifications
Lesson: AC
MEM
Size
What is taught? O:SP
Concept to be O:TS
HOT
learned? NMF Difficulty
What is the point? LAN After pre-test on Monday, assess students understanding of
Objective to be G
SOC
fractions.
reached. Challenge students who have greater proficiency (Kiara) by
asking higher order thinking questions such as, Which is
bigger? One half or one quarter? What would you do to
this apple if you wanted to share between eight students?
How do you know that your slices are equal?
Scaffold the activity for students who are struggling by
giving visual prompts/clues with your own play dough and
by asking simpler remembering and understanding
questions.
Alternate Goals
Following directions, using materials/tools responsibly

Substitute Curriculum

Accessible ND Accommodations and Modifications

Instruction
Engagement: AC
MEM
Environment
Accounting for O:SP Walk around the students to assist and for formative assessment.
Interest, O:TS
Commitment HOT
NMF
Affective Network LAN
Interest G
SOC
Effort/Regulation
Process/Recogni AC
MEM
Input
tion: O:SP Provide visual supports for students by doing the activity with the
How the lesson is O:TS play dough on the document camera.

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received. HOT Level of Support

NMF
Mode of reception. LAN Mily, ShaMarkiss, Porsha, and Angie may need extra support
Recognition G forming their play dough into the correct shapes. First show them
Network SOC how to make it, but physically assist if necessary by putting lines in
Perception the play dough where the students should cut.
Language & Scaffold the activity for students who are struggling by giving
Symbols visual prompts/clues with your own play dough.
Comprehension Time

Participation
Encourage Angie to participate through asking her yes/no and
pointing questions.
Sean may not want to participate and play with the play dough,
but encourage him to participate as much as possible.
Product/Strategi AC
MEM
Time
c: O:SP
How learning is O:TS
HOT
shown. NMF
Interaction with the LAN
Output
concept. G
SOC
Mode of expression
Production Network Format
Action
Expression
Executive
Function

Part III Lesson

Closure
Time Parts Teacher Activity Student Activity
Closure End the activity by Students put the play
Assessm having the students put dough back in the
ent their play dough back in containers and hand back
the containers. Collect the containers and knives
the play dough and the to the teacher.
plastic knives.

Part IV Lesson
Reflection
Reflection on the lesson and student learning. Did you follow the plan?
Was the plan effective? What evidence do you have that the plan did or
did not accomplish your Objectives? What will you change for the next
lesson Access options, Materials, the Activity, the Assessment?

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Accessible Instructional Design

March 16, 17
Today I followed the lesson plan for the most part. Sadly, I forgot the apple and
cookie at home, so I did my best to teach that part of the lesson using play dough.
At the end I also added a non-example by cutting my pizza into four long strips of
unequal length. When I asked if they were the same size, Dashyia was the only
student who realized that they were not. I then walked around the class and
showed the students the unequal slices and asked them which one they would
want. I think this was a good addition that also served as a formative assessment
to see if students could see the difference in size. The students were mostly (6/7)
able to make equal parts of play dough. (Porsha struggled with the # of parts and
telling if the parts were equal or not).

If I could do this lesson again, I think I would do more non-examples. I would

maybe even have the students create their own non-examples such as, make two
parts that are different sizes. I think this would have shown me more if the
students really know the difference between equal or unequal parts. I would do this
because it would be a form of formative assessment.

Another thing that I might do to make the lesson more accessible would be to
provide shape cut outs for Porsha. She had a difficult time creating the proper
shapes to begin with and was often caught up in this, so if she had a cut out that
she could use to make the shape she would have been able to be more engaged.

I think the lesson plan was effective because the students were engaged and were
creating equal parts for their shapes.