Name: Tony Breska

Date: April 8, 2016

Lesson Title: Color Ten
Grade Level: 4th
Type of Lesson: Whole Class
Instructional Strategies Used: Teacher Modeling, Think-Pair-Shares
Content Area: Mathematics
Subject Matter: Fractions (Halves, Fourths, and Eighths)
Content Standard:
4.NF.2
Compare two fractions with different numerators and denominators;
explain why one fraction must be greater than or less then another
fraction.
4.MP.4
Model with mathematics
ELD Standard:
Productive
W.4.1
Supporting own pieces and evaluating others opinions in speaking and
writing.
Lesson Objective: BTEOTL the students will be able to add fractions
with like and unlike denominators, and show accurate pictures for
these fractions.
Assessment:
Formative: Teacher will walk around and observe the students work,
listening in to their conversations and asking them to take their
connections one step further.
Summative: Product Based- Students will show the teacher their
completed work at the end of the day.
Lesson Modification:
EL: Student will be sitting next to bilingual students in the class, as
well have her worksheet provided to her in Spanish.
Special Needs Student: Student will have designated seating at a
table in the back of the class away from any distractions.
Technology:
Doc Camera
Into:
Greet students
Today we are going to be adding fractions by playing a fun
game in your Number corner book on page 81 called Color 10.
Discuss what the students see on the workbook page, what do
they know?
Teacher will then explain to the students the process of the game
that we are going to play.
Teacher will model the first turn for the students and explain why
they chose to shade in the designated pieces.

Teacher will then call up a student to have them spin for the
class (random through class dojo app)
Through:
Student will spin the spinner for the class.
After the spinner stops the students will be asked to turn and talk
with their peers about what pieces they would shade and why.
Teacher will set a timer for 10 seconds.
After the class has had time to talk, the teacher will call on a
student (random through class dojo app), and ask them what
pieces they should shade in.
Repeat this process 5 times.
Beyond:
Count up your halves, fourths and eighths and convert into
mixed numbers.
Add the mixed numbers together, whoever is closer to 10 is the
winner.
Students will choose two problems to convert to improper
fractions with their elbow partner.
Reflection:
This lesson was a little bit rocky from the start. I forgot to have the
students open up their student book to copy down the work that we
were doing, so that made the lesson a little difficult for them to follow.
Once I realized this I got a little bit flustered and the lesson seemed to
keep going downhill. I learned today that I need to take things in stride,
and if something isnt going well to adapt and change my lesson plan
to make things run more smoothly. Once I was able to calm down, I feel
like the lesson ultimately ended relatively well and that most of the
students grasped the concept of the lesson.