Literature-Based Lesson Plan

Name: Amanda Tustin

Grade Level: 4th grade

Childrens Literature Book Title: Apple Fractions by Jerry Pallotta

Summary/Description of the book: Apple Fractions by Jerry Pallotta, Illustrated by Rob

Bolster

The book is about apples and math. It talks about what an apple is and then goes into detail
about what fractions mean. It discusses each type of fraction and explains the process through
apples/pictures. It is a very helpful and informative book for students to practice this math
concept as we read.

Materials:

Apple Fractions by Jerry Pallotta

Apples that are pre sliced in various ways.

Fraction worksheet based off of Apple Fractions book.

3-4 different types of apples (Golden Delicious, Red Delicious, Pink Ladys, Galaetc).

(Ensuring colors/shape/size are all different)

Part One: Goals and Objectives:
Mathematical Goals:

What are the big mathematical ideas of the activity?

Students will learn how to use fractions in everyday life.
Students will be able to identify what fraction is shown by deciphering the
pictures of the apples.
Students will learn the basic concept of fractions.
Students will be able to practice matching/sorting.

What do I want kids to know when this activity is finished?

Students will understand what a fraction is, how they are used, and how to
determine what fraction is shown by examining the pictures displayed throughout
the book.
They will be able to sort different apples by size/shape/color.
Students will understand that a fraction is a part of a whole.
- The apple will be good visual for students to fully understand this concept.

Part Two: Teaching Model

Launch (510 minutes)

How will I introduce the book?

I will read the title, author and illustrator and show the cover of the book to the students. I will
ask the students to make predictions based on the cover, and what they think the book will be
about. After hearing their responses, I will introduce how the book will talk about fractions and
its many forms. I will ask them where we see fractions in our everyday lives (food, tools (such
as; ruler, measuring tapes), in our cooking). This will encourage them to connect their own
experiences to this book, and will make learning fractions engaging and fun! I will discuss the
many different types of apples that will be shown throughout the book and their
size/shape/color.

I will also introduce the vocabulary within the book before we begin to read the story. I will
incorporate words that students are familiar with, to ensure they understand the book
completely as we read along.
 How will I read the book?

I will read the book in one lesson, pausing to reflect or break students up into groups for short
activities. Students will work in pairs, with one white board, and work together to answer
questions that come up during the story (questions may consist of, Which one is bigger, or
?) I will allow students to work in pairs and brainstorm different ways in which we see
fractions in our everyday lives. I will then provide visual examples of how we use fractions
outside of the math classroom! Halfway through the book, we will sort the 3-4 different types
of apples by size/shape/color and record our findings as a class on the class whiteboard.

What prior knowledge do my students need?

1. A basic understanding of fractions.

2. How to identify and put objects in fraction form.

3. I will try to get students to expand their thinking to how fractions are used in
everyday life.

4. Sorting/Matching.

5. Cardinality, putting numbers in order based on their size. (1, 1.5, 2, 2.5etc).

Explore (1545 minutes)

What task will you ask students to do base on the book?

Once we finish up reading the story, we will break up into groups of four. We will work with
pre-sliced apples and demonstrate a certain fraction-based on the worksheet given. Throughout
the book, a variety of apples are shown. I will bring in the ones shown in the book, giving the
students an opportunity to compare their differences.

1: Based on the book we read, we will now be practicing making our own fractions using
apples. We will go through each type of fraction, starting with a whole apple and then cutting
the apple up to make smaller fractions (more pieces of an apple!). Students will have a
worksheet to fill out as they are sorting their apples into fractions. For each fraction, students
will have to give an explanation of how they got their answers. Example (A whole apple, is 1
because there is only one part of the apple shown).

On the worksheet there will be a few word problems that students will have to figure out the
fraction/amount of apples needed and put it in fraction form.

-Example: What if three friends wanted to eat 1 apple? 3 friends, 1 apple. What would the
fraction be?

How will I organize the students to explore this problem? (Individuals?

Groups? Pairs?)

I will have students work in groups of four. This way students will be able to collaborate and
learn from each other.

As students are getting ready to work on their assignment, I will read and go over the task
thoroughly and ask a student to restate the directions of the task to the class. This will ensure
that the class as a whole understands what they are supposed to do to complete this assignment
correctly. I will model what needs to be done, and go over the 1st problem as a class. By
providing a visual example of what is to be done, it will help all students, especially ELL
students, to better understand how to complete the task.

What materials will students need to encourage diverse thinking and

problem-solving?
Apple Fractions by Jerry Pallotta

Apples that are pre sliced in various ways.

Fraction worksheet based off of Apple Fractions book.

3-4 different types of apples (Golden Delicious, Red Delicious, Pink Ladys, Galaetc).

(Ensuring colors/shape/size are all different)

*I will also provide other manipulatives, such as fraction blocks in case a student who is
struggling needs another visual representation.

What kinds of questions will I ask (3-5 questions)?

As my students are working/collaborating together, I will walk around and assist

students who present struggles.

1. I may change the numbers to make the problem easier for students who
are struggling and vice-versa from students who are not being challenged by the
problems given. For those who are struggling, making the problem easier may
help them ease into the tougher problems and give them confidence.

2. If students show that they are struggling with the assignment, I would
ask them to restate the task and explain it in their own words. I would have
them share, what they know and what they are trying to solve.

3. I would ask students to compare different fractions to see if they are able
to differentiate which fraction is bigger and which is smaller. (Ex: vs. )

4. While students are working in groups I would go around and ask how
you connect these problems to the real world.

Summarize (1525 minutes)

How can I orchestrate the discussion so the students summarize the

thinking in the problem and share their ideas?
To ensure all students understand the group activity, I would have each group demonstrate their
knowledge of fractions by having them explain their reasoning behind a problem. This would
give the class a chance to ensure understanding and learn through a teaching method. While
students are explaining their problem, they will be able to use their apples to give a visual
representation of what a fraction looks like.

How will you summarize the important mathematical ideas?

As a whole class, we would come back together to discuss our findings. We would go over any
questions students may have. During this time, we could review the terms within the lesson,
and share an answer or two.

Part Three: Extension/Differentiation

Homework Additional Problems

What questions are appropriate for my students to do after the

investigation?

Before the students leave class, I would have them fill out an exit ticket, asking them
to name the different ways we use fractions and why it is important to understand how
they work? This will help reiterate the importance of learning fractions and how
prevalent they are in our everyday lives. By asking this question I will be able to
determine who was paying attention in class and who understands the importance of
fractions.

I will also be sending home a letter to the parents, stating that we are learning fractions
this week and as a part of their homework assignment they have to help in the
kitchen. After they successfully helped cook or bake, they will have to write up what
they learned about fractions. We will then be sharing our experiences at the end of the
week. We will discuss the importance of measuring ingredients correctly and
brainstorm what would happen if we measured ingredients incorrectly.
 How can I differentiate instructions for ELL students? For students with
other learning difficulties?

Having physical examples and manipulatives of what we are learning will help all
students learn more effectively, especially ELL students. By going over key vocabulary
terms before going over a lesson, and during will ensure all students, ELL or not, have a
grasp on what the lesson will be based on.