Lesson Plan Template

Teacher: Porsche Chun

Date: 02/13/15

Class: Mathematics

Level: 4th grade

Purpose: [Reason for teaching this lesson.]

The purpose of this lesson is to review fractions, less than, greater than, and equal to,
estimation, and basic multiplication facts using manipulatives.
Objectives: [What are the expected student outcomes?]
Students will be able to problem solve.
Students will be able to add fractions with the same denominator.
Students will be able to use visual models to solve.
Common Core Standards: [What are the Common Core Standards to be addressed?]
4.NF.1 - Explain why a fraction a/b is equivalent to a fraction (n a)/(n b) by using visual
fraction models, with attention to how the number and size of the parts differ even though the
two fractions themselves are the same size. Use this principle to recognize and generate
equivalent fractions. (Grade 4 expectations in this domain are limited to fractions with
denominators 2, 3, 4, 5, 6, 8, 10, 12, 100.)
4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
a. Understand addition and subtraction of fractions as joining and separating parts referring to
the same whole.
GLOs: [List the relevant General Learner Outcomes addressed]
Self-directed Learner (The ability to be responsible for one's own learning)
Community Contributor (The understanding that it is essential for human beings to
work together)
Hawaii State Teacher Standards: [List the relevant Hawaii State Teacher Standards.]
Standard 2 Learning Differences
Assessments: [Include assessment tasks and rubrics used to determine if lesson outcomes were
met.]
Informal Assessment Observation of the students working and talking with them about their
understandings.
Formal Assessment Worksheets (Each person has a different amount of candies to work
with).
Materials/Set-Up: [Include a list of resources and materials used for the lesson.]
Skittles worksheet

Conversation hearts worksheet

Skittles
Conversation hearts
Pencils
Erasers
Napkins

Procedures: [Include a detailed description of what is done at each of the following stages of
the lesson.]
a. Introduction
1. The students are given instructions on what we will be doing.
- You will be broken up into 6 groups.
- Each student will receive candy and a worksheet.
- Do not eat the candy.
- Do not touch anyone elses candy but your own.
- You can eat the candy after the activity is finished.
2. Students are split up randomly to 6 different tables. (Each table has one or more student
from the SPED classroom).
b. Developmental
Conversation heart activity:
1. Each student receives a package of candy hearts and a worksheet.
2. They are given about 25 minutes to complete this worksheet.
3. There are four adults in the classroom circling around assisting the students.
4. The students on each table are asked to help each other as well.
Skittles activity:
1. Each student receives at least 25 skittles on a napkin and a worksheet.
2. They are given 25 minutes to complete their worksheet.
3. There are four adults in the classroom circling around assisting the students.
4. The students on each table are asked to help each other as well.
c. Concluding
1. Students are allowed to eat their candy and turn in their worksheets.
2. Each group is given a post it.
3. The students have to guess how many conversation hearts are in a big bag.
4. The students that guess the closest are given the prize of splitting up the conversation hearts
amongst their group.
Adaptations and Extensions: [Provide descriptions of differentiation, adaptations, and
extensions planned. Note if specific adaptations are being provided for specific students. Use
generic labeling strategy to identify students, keeping FERPA considerations in mind.]
The SPED students are placed with mainstream students in order for them to assist them if they
need help. For the most part the SPED students work on the same topics as the mainstream
classroom, but just at a slower pace. Therefore, they are capable of completing the work.
Management Considerations: [Include descriptions of planned actions to address behavioral
considerations as well as multiple modes of learning. Again, note as needed if the action
addresses specific students, using the labeling strategy detailed above.]
The wording of the worksheet can be confusing when reading it for the first time, so going
over the questions with students that do not understand verbally is helpful for them.

Reflections: [Include what went well, the results of the lesson, and how the lesson could be
revised to further/improve student learning.]