SETON HILL UNIVERSITY

Lesson Plan 15
TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
Essential
Questions
PA/Common
Core/Standards
Objective

Formative &
Summative
Assessment
Evidence
ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications

DETAILS
Miss Sydney Geyer
Math
Fourth Grade
Friday, March 4, 2016
Find equivalent fractions using division.

CK

How can we find equivalent fractions using division?

Standard - CC.2.1.4.C.1
Extend the understanding of fractions to show equivalence
and ordering.
Students will be able to find equivalent fractions using
division.
Formative Assessment
Ask students to explain why equivalent fractions are
the same size even though the number and size of the
parts differ.
Creativity and innovation
Research and information fluency
Communication and collaboration
Critical thinking, problem solving, and decision making

Encourage students to use physical models or drawing

whenever necessary. (Fraction strips)

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

CK
Activating Prior Knowledge
Review fraction lesson from previous day identifying
what we know about fractions as well as number lines.
Hook/Lead-In/Anticipatory Set
Compare fractions with the same numerator but
different denominators using Class Fraction Cards.

Explicit
Instructions

Big Idea Statement

Find equivalent fractions using division.

Lesson
Procedure

Essential Questions Statement

How can we find equivalent fractions using division?
Objective Statement
Students will be able to find equivalent fractions using
division.
Transition
Timers will be used to ensure that the activities and
lesson can be completed.
Key Vocabulary
Fractions
Numerator
Denominator
PreAssessment of Students
Introduce simplifying fractions. Probing questioning
about how in Lesson 4 we multiplied, what could happen
if we divide the numerator and denominator by the
same number?
Modeling of the Concept
Model this idea using Student Activity Book page 241
Guiding the Practice
Students will use fraction bars to find equivalent
fractions (Student Activity Book 242)
Providing the Independent Practice
Students will work on and complete Student Activity
Book p. 243 independently.
Transition
Timers will be used to ensure that the activities and
lesson can be completed.
TM, Unit 7 Lesson 5
Student Activity Book p. 241-243
Homework and Remembering p. 157-158

Reading
Materials
Technology
Equipment
Supplies
Evaluation of
Formative Assessment
the
Ask students to explain why equivalent fractions are the
Learning/Master
same size even though the number and size of the parts
y of the
differ.
Concept
Closure
Summary & Review of the Learning
Ask students to explain why equivalent fractions are the
same size even though the number and size of the parts
differ.
Homework/Assignments
Homework and Remembering p. 157-158
Teacher
Self-reflection