Elementary and Early Childhood Education Lesson Plan Template

Name: Alissa Greeson Date: 2/11/2020

Course: ECE 4660 Lesson Plan #: 2
Subject Area(s): Math Grade Level/Time Frame: 3rd / 2 class periods (45 min. each)

Step 1: Identify Learning Context Description of the learning environment(s) where the learning experience
Learners will take place
(Classroom  Describe the various boards/wall-based resources (e.g. white
Context) boards, smart boards, word wall, etc.) and where they are located
 How are the desks/table(s) arranged and why?
 What “special” areas (carpet, bookshelves, “peace” chairs, etc.)
are in the room?
 Describe the technology tools located in the classroom/school
 Students have their own laptops that they use during the school
day. Student desks are in groups of 4 with an extra desk for their
supply box.
 Every student has their own laptop.
 There is a rug in the front of the room under the whiteboard and
projector.
 Each student has a cubby and mailbox.
 There is a kidney table and the table I use for small groups.
 There is a classroom library in the back of the classroom as well on
the bulletin board in the back of the room are sections for anchor
charts created in class and student work to be displayed.
Learner Description Number of students in class:
 Number of males: 10
 Number of females: 9
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or 0 N/A
504 plans
Students w/ EIPs 3 Small group
Extra interventions
Area supports and interventions
Lower grade standards for
independent work (iready, reflex).
English learners 1 Monitored ESOL; M2; no
accommodations, student is gifted,
excels in every subject
Gifted 9 Enrichment activities
Tiered assignments
Acceleration
Independent study
Alternative product
Extensions
Students with gaps 3 Small group
in academic Extra interventions
knowledge Area supports and interventions
Lower grade standards for
independent work (iready, reflex).
Other learning 0 N/A
needs
Personal Assets, Cultural,  Personal: How will you use students’ interests, knowledge,
Assets, Community everyday experiences, family backgrounds, etc. to support
 Assets (also referred to learning?
as Funds of Knowledge)  According to the students Bio-poems they genuinely enjoy math.
 Cultural: How will you use students’ traditions, languages and
dialects, worldviews, literature, art, music, dance, etc. to support
learning?
 They live in a small, close-knit, community.
 Community: How will you use students’ community resources,
such as local landmarks, community events and practices, etc. to
support learning?
 They have begun a worm farm to better the environment so I will
include discussions of that where applicable
Step 2: Identify Georgia Standard (s) of Write out standards that apply to the lesson. Write the number and the
Curricular Excellence, WIDA statement. Remember to include those that apply to every subject area you
Priorities Standard(s), etc. are integrating in the lesson.
MGSE3.NF.1 Understand a fraction 1/𝑏 as the quantity formed by 1 part
when a whole is partitioned into b equal parts (unit fraction); understand a
fraction a b as the quantity formed by a parts of size 1/b. For example, 3/4
means there are three 1/4 parts, so 3/4 = 1/4 + 1/4 + 1/4.
MGSE3.NF.2 Understand a fraction as a number on the number line;
represent fractions on a number line diagram.
a. Represent a fraction 1/𝑏 on a number line diagram by defining the
interval from 0 to 1 as the whole and partitioning it into b equal parts.
Recognize that each part has size 1/𝑏. Recognize that a unit fraction 1/𝑏 is
located 1/𝑏 whole unit from 0 on the number line.
b. Represent a non-unit fraction a b on a number line diagram by marking
off a length of 1/b (unit fractions) from 0. Recognize that the resulting
interval has size a b and that its endpoint locates the non-unit fraction a/b
on the number line.

Prior Academic What prior academic knowledge and/or prerequisite skills will this lesson
Knowledge and activate?
Prerequisite Skills What prior academic knowledge and/or prerequisite skills will students
need for this lesson?
A fraction is a part of a whole
A fractional unit is the total number of pieces, while a unit fraction is one
piece
Central Focus, What are the important understandings and/or core concepts that you want
Overarching Goal, Big students to develop?
Idea, or Essential The central focus of this lesson is for students to know that fractions are
Question(s) numbers between 0 and 1 and to be able to place them on a number line.
Learning Objective(s) or This (or these) should support the central focus, overarching goal, big idea,
Learning Target(s) or essential question(s); should be measurable; should indicate what
students will be able to do at the end of the lesson (These can be written as
“I can” statements)
SWBAT Place fractions on a number line with endpoints 0 and 1.
Potential Misconceptions What potential misconceptions or developmental approximations are
and/or Developmental possible with this content and how will you address each?
Approximations Students may believe a fraction is the part shaded over the part unshaded
or the part shaded over one. I will correct this by reviewing vocabulary and
modeling how to write a fraction with direct questioning.

Academic Language Academic Language Whole Class Supports Differentiated

Vocabulary Supports
  Words and Language function: Word Wall Peer buddy to read
phrases with Place Anchor Charts unknown words
subject specific Assess Small group
meanings that Show
differ from Create
meanings used in
everyday life Multiple meaning Word Wall Peer buddy to read
(e.g., table, ruler, words: Anchor Charts unknown words
force) Rational Small group
 General
academic Academic vocabulary: Word Wall Peer buddy to read
vocabulary used Compare Anchor Charts unknown words
across disciplines Small group
(e.g., compare,
analyze, Subject-specific Word Wall Peer buddy to read
evaluate) vocabulary: Anchor Charts unknown words
 Subject-specific Unit Fraction Small group
words defined Fractional Unit
for use in the Numerator
discipline Denominator
Syntax: Word Wall Peer buddy to read
Language Function: the Anchor charts Anchor Charts unknown words
content and language Word wall Small group
focus of the learning task
(e.g., activities, discussions)
Discourse: Word Wall Peer buddy to read
represented by the active
Small group discussion Anchor Charts unknown words
verb in the learning
Problem Set Small group
objective(s) or learning
target(s) (e.g., apply,
evaluate, cause and effect, How will students demonstrate understanding of the academic language in
sequence, hypothesize, the different language demands (e.g., writing, speaking, reading, listening) in
infer, summarize, describe, the lesson?
explain) Students will demonstrate understanding of academic language in the
different language demands by modeling and working through problems
Language Supports: assessing fractions and placing them on a number line.
instructional supports that
help students understand
and successfully use the
language function (e.g.,
sentence starters, graphic
organizers)

Syntax: set of conventions

for organizing information
(e.g., sentences, graphs,
tables); organizes language
to convey meaning

Discourse: how members

of the discipline talk, write,
and participate in
knowledge construction
using the structures of
written and oral language;
discipline specific discourse
has distinctive features or
ways of structuring oral or
written language, or
 representing knowledge
visually.
Step 3: Assessment Plan
Design
Assessment Georgia Performance Corresponding Learning Format of Assessment(s)
Framework Standard(s) Objective(s) or Learning
Target(s)
MGSE3.NF.1 Understand a SWBAT Place fractions on Exit ticket
fraction 1/𝑏 as the quantity a number line with Small group observation and questioning
formed by 1 part when a endpoints 0 and 1. Problem set
whole is partitioned into b
equal parts (unit fraction);
understand a fraction a b
as the quantity formed by
a parts of size 1/b. For
example, 3/4 means there
are three 1/4 parts, so 3/4
= 1/4 + 1/4 + 1/4.
MGSE3.NF.2 Understand a
fraction as a number on
the number line; represent
fractions on a number line
diagram.
a. Represent a fraction 1/𝑏
on a number line diagram
by defining the interval
from 0 to 1 as the whole
and partitioning it into b
equal parts. Recognize that
each part has size 1/𝑏.
Recognize that a unit
fraction 1/𝑏 is located 1/𝑏
whole unit from 0 on the
number line.
b. Represent a non-unit
fraction a b on a number
line diagram by marking off
a length of 1/b (unit
fractions) from 0.
Recognize that the
resulting interval has size a
b and that its endpoint
locates the non-unit
fraction a/b on the number
line.
Type of Assessment Format of Assessment Supports, Evaluation Criteria
(e.g., quiz, test, checklist, Accommodations, How will you know
KWL chart, performance Modifications or measure if the
task) (Differentiated students have met
Assessments, the learning
Culturally Relevant objective(s) or
Assessment) learning target(s)?
Pre-assessment Exit ticket N/A If students answer
the question(s)
correctly.
 Formative assessment(s) Small Group Observation
and Questioning
Summative assessment(s) Problem Set
Smaller group size with Through observation
differentiated delivery and questioning if
of content students display
understanding
May complete less Students answer
problems to show questions correctly
understanding and show their work

Pre-Assessment Data Summary

Summarize the results of the pre-assessment data and explain how it will drive your instructional
practices.
Most students have a good foundational knowledge of fractions built this last lesson. Some students are
showing the misconception of a fraction being the number of parts over 1 or the number shaded over the
number unshaded. With these students I am placing them in the same small group to dive a little deeper
into fractions and how they are made.

Step 4: Materials Needed Teacher Resources (must include podcasts): List all textbooks, children’s
Create literature, CDs/DVDs, videos, and on-line sources that are resources for you,
Learning the teacher, in determining the content and in teaching the lesson. Provide
Activities proper APA references.
Active inspire slides, White Board, Marker, Graham Crackers, Copy paper,
problem set, exit ticket

Student Resources: List, and include, all handouts, worksheets, and other
materials, including assessments, that you will have students use in this
lesson. Please make sure you cite your reference in APA style. Include slide
shows you plan to use. Note that slide images can be copied from Power
Point and pasted into Word documents. List all other materials needed, and
the amount of each.
Pencil, Marker, whiteboard, laptop, graham crackers, copy paper, crayon
Technology Connection How will you, the teacher, use technology to drive instruction?
Using the active inspire slides
How will the students use technology to enhance their learning?
Using reflex and iready
Supporting Diverse How do you plan to differentiate your instruction related to the learning
Learners objective(s), learning target(s) and/or central focus (e.g., content, process,
product; representation, action & expression, engagement). Explain how the
support will assist a specific student and/or group with respect to the specific
learning objective(s) or learning target(s). For example:
Students who are below grade level in reading and math will be placed in the
same small group and the lesson tailored to meet their needs, they also may
not complete the entire problem set, just be assigned certain problems to
complete to show understanding.

Culturally Responsive How is the content of your lesson connected to the students’ assets
Teaching (personal, cultural, and/or community) within your classroom? Be specific to
the content of the lesson and the assets of your students.
When appropriate, I will use our new worm farm within the problems while
teaching.

Research and Theory, or What specific research, learning theories, and/or principles of child
Principles of Child development guided your instructional choices for this lesson? How are they
Development applicable to your learning objective(s) or learning target(s)?
Meaningful Learning: (Ausubel) New knowledge is related to previous
knowledge.
Scaffolding: (Vygotsky and Bruner) The support given during the learning
process is tailored to students needs with the intention of helping the
student achieve their learning goals. Teacher is a guide.

Instructional Strategies
and Learning Tasks
(include activities,
discussions, or other
modes of participation that
engage students to
develop, practice, and
apply skills and knowledge
related to a specific
learning objective(s) or
learning target(s). Learning
tasks may be scaffolded to
connect to prior
knowledge and often
include formative
assessments)
Connection to the Arts
Higher Order Thinking
Constructivism: (Piaget, Vygotsky, etc.) Knowledge is constructed by the
learner.
Social Constructivism: (Piaget, Vygotsky, etc.) Groups construct knowledge
for one another, collaboratively, creating a small culture of shared artifacts
with shared meanings.
Experiential Learning: (Kolb) Knowledge is continuously gained through both
personal and environmental experiences.
We will begin the lesson with students on the carpet. I will introduce the days
objective and relate it back to the standard. Then I will begin review activities
of counting by fractional units. After that review we will review how many
pieces are in a whole for some fractional units. Next, I will send students back
to their desks to work on the application problem. Some students will share
answers and strategies with the class after we go over it. I will then introduce
the must do/may do for the day. Students must see the teacher, complete
the problem set, and work on reflex to the green light. If they complete those
then they may get onto iready and complete lessons, work on math facts, or
math menu items. The main teaching segment will be done in small groups.
(One high and one low)
When in small groups each student will receive a graham cracker and a sheet
of copy paper. They will bring a marker or crayon to the table. I will have
students trace around their graham cracker then they will divide it into four
like their cracker. They will shade one to represent 1/4. Then I will have
students break apart the graham cracker along those lines. I will ask them
“Do we still have one whole graham cracker?” I will also ask “How many
pieces are in this whole?” I will then model lining up my pieces and drawing a
line. I will separate the line into parts based on the graham crackers. I will
then have students help me label the parts of this number line, saying the
fractions as we go. I will ask them “Are fractions numbers?” then explain
that they are, and that instead of 0 we will say 0/4 for now. We will read the
fractions again using 0/4. Then I will change it to 0 and 1 rather than 0/4 and
4/4. We will read them again. I will then ask students how we can create a
number bond to show our fraction and number line. I will explain that each
piece of the number bond represents one part of the whole. Then they will
move their crackers to the side and get their markers and whiteboards. I will
have them draw a number line with endpoints of 0 and 1 and ask them to
locate and label 2/3. I will then do the following:
T: 2 thirds. How many equal parts are in the whole? S: Three. T: How many of
those equal parts have been counted? S: Two. T: Count up to 2 thirds,
starting at 1 third. S: 1 third, 2 thirds. T: Draw a 2-part number bond of 1
whole with 1 part as 2 thirds. S: (Draw a number bond.) T: What is the
unknown part? S: 1 third. T: Draw a number line with endpoints of 0 and 1—
with 0 thirds and 3 thirds—to match your number bond. S: (Draw a number
line and label the endpoints.) T: Mark off your thirds without labeling the
fractions. S: (Mark the thirds.) T: Slide your finger along the length of the first
part of your number bond. Speak the fraction as you do. S: 2 thirds (sliding up
to the point 2 thirds). T: Label that point as 2 thirds. S: (Label 2 thirds.) T: Put
your finger back on 2 thirds. Slide and speak the next part. S: 1 third. T: At
what point are you now? S: 3 thirds or 1 whole. T: Our number bond is
complete.
We will repeat this using 3/5. If students are ready at that point, they will be
given the problem set. If they are not ready then we will use other fractions
such as 3 fourths, 6 eighths, 2 sixths, and 1 seventh. Students will be released
to work once they are given a problem set.
How would you incorporate creative expression through drama, movement,
visual arts, and/or music into the lesson? (OPTIONAL but should be included
as often as possible)
N/A
Create at least 5 higher-order thinking questions (along with anticipated
Questions (HOTQs) answers) using Bloom’s Taxonomy (level 3 and above) or Webb’s Depth of
Knowledge (DOK) levels (level 2 and above), then identify what level each
question represents. Embed these questions into your instructional strategies
and learning tasks section above and highlight them in green. Remember
these questions will occur before, during and after the lesson.
1. How does the number bond relate to the number line? (compare)
2. How do the number bond and number line with fractions relate to
the number bond and number line with whole numbers?
3. How would you show 3/5 on a number line? Number bond?
4. How would you show 3/6 on a number line? Number bond?
5. What is the major difference between 3/5 and 3/6?
Re-teaching, Re- Describe at least one new strategy for re-teaching the content and/or skills
Engagement, Practice presented for students who did not successfully meet the learning
objective(s) or learning target(s) identified in the lesson.
For students who need reteaching I will pull problems from the ‘homework’
section of this lesson and do some small group modeling, addressing each
misconception as it appears within the group.

Extensions Describe at least one new strategy for enriching, challenging or extending the
content and/or skills for students who successfully met the learning
objective(s) or learning target(s) identified in the lesson.
Students who complete their must do’s may work on math fact games and
math menu items to dive deeper into their fluency and understanding of
multiplication.

Lesson Closure Give a brief synopsis regarding how you will wrap up the lesson. How will
students summarize and/or share what they have learned related to the
objective or learning target?
I will begin the closure by asking students to get out their problem set and
review the answers. As we go over them, I will be looking for
misconceptions/misunderstandings and scaffolding them as needed. They
will then complete their exit ticket. I will also play a game called “Beat the
clock” where students will have 10-20 seconds to confer with their
classmates about a question before I call on a random student to answer.
Questions will include:
1. How does the number bond relate to the number line? (compare)
2. How do the number bond and number line with fractions relate to
the number bond and number line with whole numbers?
3. How would you show 3/5 on a number line? Number bond?
4. How would you show 3/6 on a number line? Number bond?
5. What is the major difference between 3/5 and 3/6?