Flipped Classroom Lesson Plan

Name _______________________________________

READINESS
I. Goals/Objectives/Standard(s)
B. Objective
- At the conclusion of the lesson, students will be able to find the common denominator of two fractions.
- At the conclusion of the lesson, students will be able to find equivalent fractions.

C. Standard(s):
IAS: 4.NS.4: Explain why a fraction, a/b, is equivalent to a fraction, (n a)/(n b), by using visual
fraction models, with attention to how the number and size of the parts differ even though the two
fractions themselves are the same size. Use this principle to recognize and generate equivalent
fractions.
ISTE: Empowered Learner: Students leverage technology to take an active role in choosing, achieving and
demonstrating competency in their learning goals, informed by the learning sciences

II. Home Based Study DAY 1

Students will watch Equivalent Fractions video on YouTube. They will take simple notes to prove
they have watched the vide.

III. In-Class Lesson Study DAY 2

Anticipatory Set
The teacher asks students to get out their notes from the video from the night before. She
asks students if they have any questions about the content. Next, she reviews the lesson
and goes through how to find common denominators and how that relates to equivalent
fractions. She models this on the board briefly.

IV. Purpose:
Okay students, today we are going to practice finding equivalent fractions and how to apply it to
cooking.

V.Lesson Presentation (Input/Output) (40 minutes)

Activity: The teacher will tell students they need to solve the following problems with their
table groups. The teacher will walk around as students discuss the answers. The teacher will
then explain that there is a person named Sam who is making cake for 25 people. According to
the cake boxes, the cake serves 5 people. Discuss the following problems with the people in
your table groups:
- The box says that Sam needs one egg to make the cake for 5 people. How many eggs
will she need to make a cake for 25 people?
- The box says that Sam needs two cups of water to make the cake for 5 people. How
many cups of water will she need to make a cake for 25 people?
- The box says that Sam needs 3 teaspoons of vanilla to make the cake for 5 people. How
many cups of water will she need to make a cake for 25 people?

VI. Closure/ Conclusion/Review Learning Outcomes

1
 a. The teacher will end by explaining that equivalent fractions are important for real life activities
like baking. She will then ask students to explain how to find equivalent fractions.

PLAN FOR ASSESSMENT Develop a plan for assessing the degree to which your students have mastered
the learning outcomes from this lesson. Your plan should include formative assessments at a minimum, and
may also include summative and/or authentic assessments depending on the nature of the learning outcomes
and the placement of the lesson within the context of the unit.

Formative: The teacher will hand out half sheets of papers that show one equivalent fraction problem that
students will have to fill out before the transition to the next subject.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?

2. What were my strengths and weaknesses?

3. How should I alter this lesson?

4. How would I pace it differently?

5. Were all students actively participating? If not, why not?

6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences