Teacher Education Lesson Plan Template

Teacher: Brianna Gertis Date: 04.30.2018

Title of Lesson: Fraction Train Cooperating Teacher: Dr. Zell

Core Components
Subject, Content Area, or Topic- Math: Geometry/Fractions
-45 minute math block-
Learning Objectives- Students will understand how to identify fractions.
Virginia Essential Knowledge and Skills (SOL)
SOL 1.3 The student will identify the parts of a set and/or region that represent fractions for halves, thirds,
and fourths and write the fractions.

Materials/Resources
Dear boys and girls.docx
412- Lesson Plan Powerpoint.pptx
Construction Paper
Scizzors
Tape
Safety
Teacher should cut out objects before students are there so that students don’t need to use scissors.

Time
Process Components
(min.)
5 *Anticipatory Set
TTW ask students to Think, Pair, Share what they know about fractions
Fraction picnic from PowerPoint-TTW ask students what fraction of the food they
brought to the picnic and TSW answer as an entire group.
2 *State the Objectives (grade-level terms)
I can identify fractions.
I can figure out which fraction is bigger than the other.
I can write fractions.
5 *Instructional Input or Procedure
TTW discuss definition of a fraction by saying that it is a numerical quantity that is not a
whole number.
TTW relate the on screen fraction to a chocolate bar so the students get a visual in their
mind about fractions. TTW explain that if you break the chocolate bar in two equal
parts, each person gets one half of the chocolate bar. Since you eat one part out of the
two parts of chocolate that there are, you are eating one part over two parts, or, ½.
5 *Modeling
TTW discuss the vocabulary students need to know about fractions. TTW give students
NU/D saying so TSW remember numerator vs. denominator, modeling how fractions are
written and how they are derived. TTW give students a vocabulary sheet for reference.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 5 *Check for Understanding
TTW go over the “More examples” slide on PPT. TTW explain that fractions can be
represented in many ways, rectangles, circles, and all shapes, as long as there are parts of
a whole. TTW explain examples of fractions in the real world and have students come
up with examples of their own, making sure they understand the concept of fractions in
real life.
5 *Guided Practice
TTW read letter to students from “the mayor” and pass out pieces of the wheels that are
cut into specific fractions. TTW explain that the students will need to find their entire
wheel of fractions. TTW say that there is a ¼ wheel, a 1/6 wheel, and a 1/8 wheel and
that as soon as the students find their entire group they should come up to the board.
TTW explain that they find out which fraction wheel they are in by comparing their
fraction piece with their friends to figure out which one is bigger thus which fraction
they have. This will help with their number sense when it comes to fractions.
5 *Independent Practice
TSW find the groups of like fractions with their fellow students to build the wheels on
the train. When they find their entire circle, TTW tape it onto the train and when the
entire class has finished, TTW congratulate them about fixing the train for the mayor.
TTW play fraction song found on the PPT while the students find their groups as a timer
by clicking on the train. TSW have to finish fixing the train within the time of the song.
5 Assessment
TTW make sure the students are comparing fractions and notice whether they
understand fraction sizes and number sense compared to other fractions when students
are finding like fractions.
5 *Closure
TSW complete exit ticket found on PPT. TTW pass out exit ticket and have students
complete it for another assessment for the students.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

For struggling students they can get the ¼ fraction pieces so that it is easier, the advanced
students get the 1/8 pieces to be challenged. Students have visuals to compare fraction sizes, also
write it out on exit tickets.
Classroom Management Issues (optional)

Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Date

Signature

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015