Boettcher

Teacher Residency Lesson Planning Template

Chandler Davis 3rd

Name: Grade Level: Title of Lesson: Fractions, Sharing 7 Brownies

Content Area(s) Mathematics
Teacher Quality Standards:
Standard(s) Standard 1.2.a. Know Content
Establish Environment
Prepared Graduates Understand that equivalence is a foundation of mathematics Facilitate Learning
represented in numbers, shapes, measures, expressions, and Reflect on Practice
equations Demonstrate Leadership
STANDARDS-BASED LESSON PLAN Appendix I

Grade Level Expectations 3rd grade (TPR)

Student Growth
Concepts and Skills Students Master Parts of a whole can be modeled and represented in different
ways
Evidence Outcomes 21st Century Skills and Readiness Competencies
(Critical Thinking/Reasoning, Information Literacy, Collaboration, Self-Direction, Invention)
a. Develop understanding of fractions as numbers. (CCSS: 3.NF)
i. Describe a fraction 1/b as the quantity formed by 1 part when a
whole is partitioned into b equal parts; describe a fraction a/b as the Critical Thinking/ Reasoning, Collaboration
quantity formed by a parts of size 1/b. (CCSS: 3.NF.1)
iii. Explain equivalence of fractions in special cases, and compare Essential/Guiding Questions
fractions by reasoning about their size. (CCSS: 3.NF.3)
When do we separate things into equal groups in real life?
How can we translate that to the language of math?

Establish Environment Class size: 4 students

(Grouping, Expected Behaviors) Established classroom norms and behaviors:

Respect people and property

Come to class ready to learn
Support our community of thinkers, growth-mindset always!
Standards Driven Instructional I can create a visual model that represents the separation of one whole

Objective(s)/Learning Target(s) I can compare and recognize equivalent fractions

1
 Assessment I will assess students by observing the activity of separating brownies, conferring, and

asking deeper conceptual questions to the two small groups as they work.

Observations: Do students make equal shares?
Do students maintain a whole cookie?
Can students show AND explain their thinking clearly?
Can students write a fraction notation that represents their solution?
Do students identify that 1 is equivalent to 7/4?
Facilitate Learning: Warm-up/ Opening:

Instructional Plans and Procedures - Write an equation where you are adding fractions. Use the fraction pizza slices or cubes
for visual support. (yesterdays lesson)
-

Mini-lesson:
- Today I have 2 cookies for you 4 girls to share. How would you split them up? (Break
pieces in half, each person gets ).
- Now Im going to add 5 more cookies. We have 7 cookies to split between 4 people.
Would it be fair if I gave student A name a way bigger chunk than student B name? No, we
have to split the cookies equally! How many cookies will each person get? 1 whole cookie?
More? Less? *Students share estimates
- Work with a partner to determine how many cookie pieces each person will get. Use
square paper cookies instead of actual cookies for now, and we will actually split 7 once
weve decided on an answer! Lets fill in this sheet (handout), _7_ cookies shared by _4_
people.
- Students will cut the cookie circles as needed to help figure out the solution. Even
though students are working in pairs, they will each draw and label how many pieces of
cookie each person gets.

Identify Equivalent Fractions
- Students will share their solutions to the problem
- 1 whole, , and
- Ask: Does each person get an equal amount of cookie pieces?
- 1 is equal to 7/4 (Show on board and with pieces of cookie)

2
 Data Analysis Through observations during the lesson I was able to assess that students could break a
How do you know whether students whole into equal pieces.
learned what you hoped they would? I have the manipulatives that they used and the handouts that they drew (or wrote) their
What evidence do you have of student
solutions on as evidence. In the next lesson we will go deeper into equivalent fractions so
learning?
that I know they understand that concept which was introduced.

Reflect on Practice Since we are such a small group, students worked independently, but collaborated on their

How did the lesson go? thinking. The students were engaged, and I was excited that they showed their thinking in
How was your feedback to students? different ways (1, , 1/4 and 7/4) so that I could introduce the equivalent fractions (which
What might you do differently next time?
is coming up very soon in the unit).
How has this experience helped shape your
understandings about teaching and
learning? The students showed their thinking visually, and verbally explained the solutions they had.
Are there any areas in which you need to This is a great improvement from the beginning of the unit, because they struggled with
grow professionally (knowledge, critical the content language in the beginning although they could draw or use manipulatives to
thinking, management, delivery)? show it.

Because the girls successfully split the paper cookies, and labeled them by writing on the
table, I used the Sharing Cookies handout as an extension for 2 students to draw their
solution/conclusions while I worked with 2 other students who were still thinking and using
their paper cookie manipulatives.

Moving forward I will continue to try to connect their thinking to authentic experiences
they may have outside of school. I will also continue to use manipulatives for numbers for a
scaffold. Questioning the students so that they are thinking deeper about the concept and
also having them repeat the language back to me will also improve their understanding.