USF Elementary Education Lesson Plan Template (S 2014)

Observation 1)_
Grade Level Being Taught:
Subject/Content:
3rd
Math/Fractions
Lesson 9.6 (Go Math)

Name: _Wanda Santiago (CT

Group Size:
Small
Group/Differentiation

Date of Lesson: 1/27/2016

Lesson Content
What Standards
(national or state) relate
to this lesson?

Objectives- What are

you teaching?
(Student-centered: What
will students know and be
able to do after this lesson?
Include the ABCDs of
objectives: action, behavior,
condition, and degree of
mastery, i.e., "C: Given a
sentence written in the past
or present tense, A: the
student B: will be able to rewrite the sentence in future
tense D: with no errors in

MAFS.3.NF.1.3Explain equivalence of fractions in special cases, and compare fractions by

reasoning about their size. a. Understand two fractions as equivalent (equal) if
they are the same size, or the same point on a number line.
b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3).
Explain why the fractions are equivalent, e.g., by using a visual fraction model.
c. Express whole numbers as fractions, and recognize fractions that are
equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize
that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
d. Compare two fractions with the same numerator or the same denominator by
reasoning about their size. Recognize that comparisons are valid only when the
two fractions refer to the same whole. Record the results of comparisons with the
symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction
model.
http://www.cpalms.org/Public/PreviewStandard/Preview/5369
Students will be able to compare equivalent fractions.
Students will be able to explain why fractions are equivalent by using grouping
visuals.
Students will be able to create visuals if they are stuck and to show their work.
Students will be able to compare fractions with the symbols, =, <, > and justify
their reasonings and conclusions.
Students will be able to compare fractions if they have the same numerator and
the same denominator.

USF Elementary Education Lesson Plan Template (S 2014)

Observation 1)_
Grade Level Being Taught:
Subject/Content:
3rd
Math/Fractions
Lesson 9.6 (Go Math)
tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery
does not need to be a
percentage.)
Evaluation Plan- How
will you know students
have mastered your
objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative
evidence will you collect,
either during this lesson
or in upcoming lessons?
Step-by-Step Plan
(What exactly do you plan
to do in teaching this
lesson? Be thorough. Act as
if you needed a substitute
to carry out the lesson for
you.)
Where applicable, be sure
to address the following:
How will materials be

Name: _Wanda Santiago (CT

Group Size:
Small
Group/Differentiation

Date of Lesson: 1/27/2016

A formative assessment will be minute math. The students have a minute to

complete one fraction problem and show how they came up with the answer. The
students will continue this all week. They can use blocks, coins, and visuals to
help them to get the answer.
A summative assessment will be a midterm review and then the exam.

Lesson Implementation
Time Who is
Each content area may require a different step-by-step format.
1hr
responsib Use whichever plan is appropriate for the content taught in
and
le
this lesson. For example, in science, you would detail the 5 Es
30
(Teacher
here (Engage/Encountering the Idea; Exploring the Idea;
mins. or
Explanation/Organizing the Idea; Extend/Applying the Idea;
Students) Evaluation).
?
1. My C.T. will review homework.
2. Students will watch a video on equivalent fractions. Log
Both
on to brainpop.
3. Call students by tables so they can retrieve their Fat

USF Elementary Education Lesson Plan Template (S 2014)

Observation 1)_
Grade Level Being Taught:
Subject/Content:
3rd
Math/Fractions
Lesson 9.6 (Go Math)
distributed?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students
do?
What student data will
be collected during
each phase?
What are other adults in
the room doing? How are
they supporting
students learning?
What model of coteaching are you using?
Meeting your students
needs as people and as
learners
Differentiationbased
on the needs of your
students how will you
take individual and
group learning
differences into account.

Name: _Wanda Santiago (CT

Group Size:
Small
Group/Differentiation

Date of Lesson: 1/27/2016

Freddys (math textbooks).

4. I will break students up in small groups and mix the
above level with the lower level students. This will help
with differentiated instruction.
5. Students will use M&Ms to show equivalent fractions in
their fat Freddys. I will pass out the M&Ms. They will
put the candy in groups to show equivalent fractions.
6. I will separate students into Think-Pair-Share. Students
will rely on each other to get the correct answer. Pages
302-303
7. I will model the first couple problems and have the
students do pair work. Pages 304-308
8. My CT will be observing my.
9. I will take pictures and use a formative assessment with
a Pizza Fractions worksheet.
10.
Go over the questions that were difficult and the
common error amogst the groups.
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This lesson will have visuals and M&Ms for my kinesthetic learners and visual
learners. Students love pizza and they love working with their peers.
Students can also color the pizza when finished.
Above-level learners will do a worksheet to place fractions on a number line, until
they find a twelfths of a fraction. Below level will color fractions, to show what
fractions they know. I will mix the above level and below level learns, so they can
learn from each other.
Students can be retaught on lesson 9.5 modeling equivalent fractions. Students
will look at the circle and draw a line to separate and shade fractions and name
them.
Other students will shade some of the parts of shapes. Write the fraction that

USF Elementary Education Lesson Plan Template (S 2014)

Observation 1)_
Grade Level Being Taught:
Subject/Content:
3rd
Math/Fractions
Lesson 9.6 (Go Math)

Name: _Wanda Santiago (CT

Group Size:
Small
Group/Differentiation

Date of Lesson: 1/27/2016

represents the parts that they shaded. Then use the shape to write an equivalent
fraction for the parts they shaded.
Relevant Psychological
Theories and research
taken in consideration
when planning this
lesson

Based on students readiness, some students will be Gardners Multiple

Intelligences. Some students are visual learners others are kinesthetic learners,
and some just need directions on what to do. Students will be asked questions
from Blooms Taxonomy to promote higher-order thinking.