Bridgewater College Teacher Education Program Lesson Plan

Name: Liz Keech

Subject/Grade
Level:

Lesson Title:

Unit:

Jelly Bean Simplifying and GCF

Fractions

Date or Lesson
#:
3/23/2016

th

Math/4 Grade

Virginia SOL/National Standard:

4.2 The student will a) compare and order fractions and mixed numbers

4.5 The student will a) determine common multiples and factors, including least common multiple and greatest common factors b) add and
subtract fractions having like and unlike denominators that are limited to 2, 3, 4, 5, 6, 8, 10, and 12, and simplify the resulting fractions,

Measurable Lesson Objective(s):

SWBAT determine and use common multiples and factors.

Materials/Technologies/Resources Needed:

Jelly Beans (In Easter egg)

Jelly Bean GCF Worksheet
Smartboard
Computer
Fraction Quiz
Fact Fluency Station
DMR

Assessment (Formative and/or Summative):

Anticipatory Set (Hook & Agenda)

Teacher will:
To start the mini lesson, I will
ask students why they think
we need to know how to
simplify fractions. After
hearing a few responses, I
will explain that we need to
know because after we add
and subtract, sometimes our

Students will:

Answer teachers questions when

asked.
Sit and listen/sing to video!

Accommodat
ions/Differen
tiation:

Anticipated
Time:

3-5 minutes

answer choice might not be

there and thats because its
looking for the SIMPLIFIED
answer!!
-Show video called Simplify
me song.
https://www.youtube.com/wat
ch?v=aZHDlWdo8pE

Access /Review Prior Knowledge

Teacher will:

Students will:

Ask students to raise their hand if

they remember the worksheet from
the other day in which they couldnt
find the correct answers because it
wasnt a choice. This was because
the worksheet was looking for the
SIMPLIFIED ANSWER! (This is
accessing a prior activity in which
they can connect)

Sit quietly and raise their hand if

they remember the assignment!

Accommodatio
ns/Differentiati
on:

Anticipate
d Time:
1 min

Teaching Process & Modeling (Content is presented, accessed or built)

Guided Practice & Checking for Understanding
Independent Practice
There is no prescribed order to this section; you must tailor the order to the students and the content. This should be the
longest portion of your lesson plan.

Teacher will:

Students will:

Teaching Process & Modeling

(Content is presented, accessed, or
built):

Interactive notes: Pass out

note sheets for students to
glue in their math notebooks.
I will go over the first few
problems and model step by
step what to do, then let
them do a few with their
group/partner next to them,

Participating in the interactive

notes, answer questions when
asked, guide me through the steps
of the problems.

Anticipate
d Time:

20-23 min

then they will complete the

next 2 independently. After a
few minutes, we will go over
the problems.

Guided Practice/Checking for

Understanding

The interactive notes also

serve as guided practice!

Teacher station: Jelly Bean

Simplifying Activity! I will go
through the directions and
model exactly how to do the
activity. We will go through
the first few problems
together, then I will release
independence to students.

Fact Fluency/Remediation
Station with Mrs. King: At this
station, students will
remediate with Mrs. King as
needed. If they are not
remediating, they will
complete the fact fluency
activity in which they receive
a new fact fluency sheet from
the drawer, set a 3:00 timer,
then complete as many
problems they can before the
timer goes off. When the
timer goes off, they will put
this sheet in the math tray
and go back to station to play
the dice game or the other
fact fluency sheet. (If
students complete the fact
fluency activity, it will be
independent)

Students will be doing a

practice activity with
manipulatives. Each student
will get a baggie with jelly
beans in it. They must figure
out how many jelly beans of
each color they have and
put it in simplest form. After
figuring that out, there will
be a few addition and
simplest form problems as
well. (For example, how
many red and blue jelly
beans are there total in
simplest form?) There will be
a worksheet to go with this
activity in which students
complete and fill out as they
work.

Remediating with Mrs. King or

completing fact fluency activities.

For the lower

ability group, we
will complete
each problem of
the Jelly Bean
Activity together
at a slower pace,
with only one
independent
practice
problem.

10 min
each
station

Independent Practice:

Fractions quiz at independent

station: At this station,
students will be completing
Fractions Quiz. If they do
not finish, they will bring their
quiz to me and they can
finish it tomorrow. (They most
likely will not finish as it is
front and back and pretty
tough)

Students will be working

independently to complete fraction
quiz.

Closure:
Teacher will:

Students will:

Instruct students to head back to

their seats after stations to start
packing up and cleaning up the
room before the bell rings. I will
MIRROR the homework and
students will repeat it.

Head back to seats, Mirror

homework when I instruct, and
clean up room before the bell
rings.

Accommodatio
ns/Differentiati
on:

Anticipated
Time:

1-2 min

Declarative Summary Statement:

You simplify by finding the GCF of both the numerator and the denominator, then divide both numbers by the GCF.

Activity If Extra Time Remains or Technology Fails

Teacher will:
If technology fails, we will skip the
video and go into notes.

Students will:

Accommodatio
ns/Differentiati
on:

At teacher station, if students finish

early, they will get a head start on
their homework.

Note: Attach or provide hyperlink to all handouts, external documents, resources, etc.

Anticipated
Time: