DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION ELEMENTARY LESSON PLAN TEMPLATE

Teacher Candidate: Joyce Spaulding Meyer Grade Level: Third Title: Lesson #2 GWM 17.1 Understanding Fractions as Parts of a Whole

CONTEXTUAL FACTORS (classroom factors) Student Contextual Factors: Gender 22 students - 13 girls, 9 boys Ethnicity 16 Caucasian 2 Hispanic 2 African American 1 Pacific Islander 1 Native American Exceptionalites No ELL students SIOP 19-Opportunity for students to clarify in L1 1 student with IEP (severe): Kyla (exempt from testing) 1student with IEP (mild/moderate): Heather 4 struggling learners (no IEP): Aaliyah, Gavin, Jaxon, Sarah K. 3 GATE students: Kaleb, Johnathan, Michelle 6 high achieving students (not GATE): Abi, Nyah, Lia, Isabell, Mya, Sarah L. 1 student who demonstrates characteristics of Autism Spectrum Disorder: Sam 3 students with behavioral difficulties - also struggle with motivation to work: Gavin, Jacob, Jaxon Note: Gavin and Jacob are step-brothers Classroom environment: SMART Board and ELMO. Student desks arranged into 5 table groups of 4 or 5 students per group.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective (Common Core, Utah Standards, others): SIOP 3-Content appropriate Domain: Number and Operations - Fractions Develop understanding of fractions as numbers. 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. Content Walk-Away: Objective: I will be able to understand that a fraction is an equal part of a whole. SIOP 1-Content objectives Language Walk-Away: Objective: I will be able to write an explanation of I how I know a fraction is an equal part of a whole. SIOP 2-Language objectives

ASSESSMENT EVIDENCE (What evidence do I need to show the students have learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson): Thumbs Up Thumbs Down during I Do listen in to student conversations observe partner work Content Walk-Away Evidence (Summative): Students will complete BLM 17.2, coloring in the appropriate fractional amount of each shape. Language Walk-Away Evidence (Summative): Students will give a written description of how they colored in the fractional shapes.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

High-ability students will draw in lines to divide the shapes into fractional parts. Struggling learners will choose one question on the assessment to write about. SIOP 5-Adaptation

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge Call students to the rug. Remind students not to blurt out answers. Have you ever had to share a special treat with your brother, sister or a friend? SIOP 7-Linked to background Today, were going to continue to learn about fractions, which actually can help us share! We cut 1 whole up into smaller pieces so we have enough to share with others. Yesterday we found ways to share muffins using fractions. Refer to the word fraction on the board. Ask students: Put your hand on your head if you remember what fraction means. (fraction part of a whole) SIOP 9-Key vocabulary, SIOP 18-Wait time Pull a stick to call on a student. Call on another student to add to the idea. Formative assessment: Are students relating to the concept of sharing? Modification/accommodations: Students have a seating chart at the rug. Assigned seats reduce students chatting with neighbors and also allow for students with learning needs and behavioral challenges to be strategically seated. SIOP 5-Adaptation Write goal and review with students. Goal: I will be able to understand that a fraction is an equal part of a

Modifications/Accomodations (ELL, IEP, GATE,

etc.).

Kyla sits near the front. Sam and Jaxon are separated with both sitting near the front. Heather sits in the middle where she has a good vantage point of the board.

whole and be able to write an explanation of how I know. SIOP 1-Content objectives, SIOP 2-Language objectives Focus Lesson (I do it) On the overhead, display a square (Figure A). As students watch, draw in lines dividing the square into fourths (horizontally and vertically). Tell students that I am dividing my 1 whole square into fourths, just like we cut our circles into fourths yesterday. Revisit objective. SIOP 4Supplementary materials, SIOP 6-Meaningful activities SIOP 8-Linked to past learning I want to color half of my rectangle red and half of it blue. I will use M & Ms to help me decide which parts I want to color. Place two red and two blue M & Ms in the as in Figure A. This shows that half is red and half is blue, so I will use my crayons to color the fractions in on my rectangle. SIOP 9-Key vocabulary, SIOP 12-Variety of techniques, SIOP 14-Scaffolding (Think Aloud), SIOP 25-Students engaged
red blue red blue

Revisit objective point out we are starting with one whole and dividing it into smaller pieces.

Rectangle A

I notice that I have 2 red pieces and there are 4 pieces in the whole. I write this as 2/4. I also notice that half of the square is red, or 1/2 is red. Write 2/4 = 1/2 on the board. If I think of this square as having only 2 pieces, I can see that 1 out of 2 pieces are red. SIOP 14-Scaffolding (Think Aloud) Point out that the bottom number represents how many pieces make one whole, and the top number describes how many pieces are red or blue. These figures gradually increase complexity. (Note: students have not been introduced to numerator or denominator yet.) Refer back to lesson objective, reminding students that fractions are part of a whole. SIOP 23-Content objective supported Formative Assessment: Do students want to make comments and predict how many pieces go in which rectangle? Have students offer thumbs up or thumbs down as I place M & Ms. SIOP 30-Assessment Modification/accommodations: Ask questions with increasing level of difficulty. Call on a struggling learner when figuring out halves and have higher ability students answer questions about more difficult fractional parts. SIOP 5-Adaptation Guided Instruction (We do it) Remember when we made our 3 dimensional shapes with marshmallows and toothpicks? SIOP 8-Linked to past learning I had you wait to eat the marshmallows until we were finished. Today, we will be using M & Ms to help us solve our fraction questions. Dont eat them until we are finished with the lesson and I tell you its ok. Do this activity with your shoulder partner. Any questions? (answer as necessary) If you agree you will wait to eat the M & Ms until I say its ok, stand up. SIOP 25-Students engaged Remind students, If You Abuse It, You Lose It! Transition to return to table groups. Call table groups as I pass out BLM 17.1 and small baggie of M & Ms. to their groups.

When all students are standing, have them return to their tables (one table group at a time) and pass out Rectangle B and small baggies of M & Ms for each student. Instruct students to take out their crayons, they will need red, blue, green and yellow. As we do this activity, each student will have a copy and I will do it on the ELMO. Call on students using popsicle sticks to share how many pieces they should color each specific color. SIOP 4-Supplementary materials, SIOP 6-Meaningful activities, SIOP 12-Variety of techniques, SIOP 20-Hands-on materials, SIOP 21-Activities to apply content/language knowledge, SIOP 22Language skills: reading, writing, listening, speaking, SIOP 25-Students engaged
red yellow red yellow red blue

Remember to speak clearly, slow down! SIOP 10-Appropriate speech

Formative Assessment: Listen to student responses. Are they able to divide the rectangle in thirds and sixths? SIOP 30-Assessment Modification/accommodations: M & Ms as manipulatives. Being able to move the colors around will help students visualize before they color in the pieces with a crayon. SIOP 5 Adaptation Collaborative/Cooperative (You do it together) BLM 17.1 With your shoulder partner, solve the puzzles on the page. Use your M & Ms to help you. Whisper as your share ideas and work together. Remind students to use their M & Ms to help them solve the problems before coloring them in with the crayon. Ask students to show on their fingers how many minutes theyll need to complete page (I will plan for about 10 minutes). Let student know they have 10 minutes and set a timer. SIOP 13-Students use learning strategies, SIOP 15-Higher-order thinking, SIOP 16-Opportunity for interaction, SIOP 17-Grouping supports objectives, SIOP 20-Hands-on materials, SIOP 21-Activities to apply content/language knowledge, SIOP 22-Language skills: reading, writing, listening, speaking, SIOP 25-Students engaged After 10min, use popsicle sticks to call on random students to show their work for the problems on the ELMO. SIOP 12-Variety of techniques, SIOP 25-Students engaged Formative Assessment: Listen as students share their answers with their shoulder partners. Notice who is getting it and who is struggling to verbally share their rationale. SIOP 30 - Assessment Modification/accommodations: Seating chart was planned for shoulder partner work (e.g. Nyah works well with everyone, so she is sitting near Sam who prefers to work alone, but will usually work with Nyah). SIOP 5 - Adaptation Summarization and Comprehensible review of content and vocabulary Call students back to the rug. Review goal. Goal: I will be able to understand that a fraction is an equal part of a whole and be able to write an explanation of I how I know. Call students back to the rug. Tell them to sit in their regular places

If time is running short, have half of the class complete questions 1, 3 and 5. Have the other half of the class complete 2, 4 and 5.

Think about how you are able to understand how fractions are a part of a whole. Remember, a fraction (point to word on the board) means to divide something up into smaller, equal parts. When you have an idea of how you know a fraction is part of a whole, put your hand on your head. SIOP 18-Wait time Stand Up, Hand Up, Pair Up and share your idea with your partner (ensure all students have a partner). SIOP 12-Variety of techniques, SIOP 13-Students use learning strategies, SIOP 15-Higher-order thinking, SIOP 16-Opportunity for interaction, SIOP 17-Grouping supports objectives, SIOP 21-Activities to apply content/language knowledge, SIOP 22-Language skills: reading, writing, listening, speaking, SIOP 24-Language objective supported, SIOP 25-Students engaged Listen in to shared ideas. Call on sticks and have students share. Higher-ability students can expound on ideas. Formative/Summative Assessment: Listen in as students share. Note misconceptions to correct or to extend ideas in next lesson. SIOP 30 - Assessment Modification/accommodations: Prepare student that doesnt share as often to share idea with the group (Emma, Aaliyah?) SIOP 5 - Adaptation Independent (You do it alone) BLM 17.2 (this is summative assessment) You will complete this page on your own in the same way we just did the other paper. SIOP 8-Linked to past learning You may use your M & Ms to help you if you would like. Notice on the back of the paper there is a place for you to write how you were able to solve the puzzles. SIOP 4-Supplementary materials, SIOP 6-Meaningful activities, SIOP 24Language objective supported Remember, you are doing this page on your own, this is NOT partner work! SIOP 25-Students engaged Pass out papers. Dismiss students back to desks. I will set the timer for 10 minutes. Do you have any questions? Respond to questions and clarify instruction if necessary. Pass out papers. You may begin. SIOP 11-Clear explanation (If time runs short, this can be done as bellwork the next day.) Formative/Summative Assessment: Collect these assessments. Check pictures for accuracy and written explanations for fully developed ideas and complete sentences. SIOP 30 - Assessment Modification/accommodations: High-ability students will draw in lines to divide the shapes into fractional parts. Struggling learners will choose one question on the assessment to write about. SIOP 5 Adaptation Have students complete GWM Workbook page 209 for additional practice.

GATE and High Ability Kaleb, Johnathan, Michelle Abi, Isabell, High-ability students will draw in lines to divide the shapes into fractional parts. Struggling learners will choose one question on the assessment to write about. Heather and Aaliyah SIOP 5-Adaptation Dismiss by table groups as I pass out assessment and pass out privacy folders.

NOTES TO TEACHER
What do I need to remember to do? pass out privacy folders for assessment model think-alouds summarize lesson SIOP 26-Pacing move through I Do so student have time for We Do practice Materials to have ready? M & Ms (make sure each bag has at least 10 blues, 6 greens and 5 each of yellow, orange and red) Figure A for teacher Figure B for all BLM 17.1 and 17.2 for all crayons (for students and my box near the ELMO) Approximate time needed for lesson? 75 minutes Activities and assessments attached below.

Rectangle A

Color: of the rectangle red and of the rectangle blue.

Rectangle B

Color: 1/2 of the rectangle red 1/3 of the rectangle yellow and 1/6 of the rectangle blue.

Explain how you figured out each problem.

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