USF Elementary Education Lesson Plan Template (S 2014) Name: __Ms.

Mansfield__________________
Grade Level Being Subject/Content: Group Size: Date of Lesson: 1/27/2017
Taught: 3 Math/Fractions 29

Lesson Content
What Standards (national
or state) relate to this MAC.3.NF.1.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole
lesson? is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a
(You should include ALL parts if size1/b.
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Essential Understanding
(What is the big idea or EQ: How does a fraction name part of a whole
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching? SWBAT read, write, and model fractions that represent more than one part of a whole
(Student-centered: What will that is divided into equal parts.
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 re-write the sentence in
USF Elementary Education Lesson Plan Template (S 2014) Name: __Ms.
Mansfield__________________
Grade Level Being Subject/Content: Group Size: Date of Lesson: 1/27/2017
Taught: 3 Math/Fractions 29

future tense D: with no errors

in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

Rationale
Address the following This is an objective that means the common core state standard
questions: This lesson is part of Unit 8 which covers the introduction of fractions
Why are you teaching this This concept is a building block in our fractions unit and carries into unit 9
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

Evaluation Plan- How will

you know students have Formative:
mastered your objectives? Anecdotal notes
Observations
Address the following: Student work
What formative evidence Summative:
will you use to document Multi-problem homework worksheet
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
USF Elementary Education Lesson Plan Template (S 2014) Name: __Ms.
Mansfield__________________
Grade Level Being Subject/Content: Group Size: Date of Lesson: 1/27/2017
Taught: 3 Math/Fractions 29

What Content Knowledge

is necessary for a teacher The teacher needs to understand the basis of fractions
to teach this material? Equal/unequal
Unit fractions
Nominator
Denominator
Parts of a whole
Names of fractions:
o Halves
o Thirds
o Fourths
o Sixths
o eighths
What background
knowledge is necessary for Equal/unequal
a student to successfully Equal parts of a whole
meet these objectives? Unit fractions
Names of fractions
How will you ensure
students have this These are concepts we have covered earlier in the week. Progress was monitored
previous knowledge? through observations, student work, and homework. The students have grasped the
Who are your learners? concepts quickly and any students that struggled were pulled for small group reteaches.
What do you know about
them?
What do you know about
their readiness for this
content?

What misconceptions
might students have about
USF Elementary Education Lesson Plan Template (S 2014) Name: __Ms.
Mansfield__________________
Grade Level Being Subject/Content: Group Size: Date of Lesson: 1/27/2017
Taught: 3 Math/Fractions 29

this content? Students may struggle with determining what the numerator (top number is).

Lesson Implementation
Teaching Methods
(What teaching method(s) will Whole group instruction with guided release
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use
(What exactly do you plan to responsibl whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be e (Teacher For example, in science, you would detail the 5 Es here
thorough. Act as if you needed or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) Evaluation).
2 min
Where applicable, be sure to Teacher &
address the following: Students As a class we will go over page 319 introducing fractions of a
USF Elementary Education Lesson Plan Template (S 2014) Name: __Ms.
Mansfield__________________
Grade Level Being Subject/Content: Group Size: Date of Lesson: 1/27/2017
Taught: 3 Math/Fractions 29

What Higher Order 2 min whole

Thinking (H.O.T.) questions Teacher & I will introduce new math vocabulary (numerator and denominator)
will you ask? Students
How will materials be As a class we will complete the Try This! Section on page 320
distributed? 5 min
Who will work together in Students
groups and how will you 2 min
determine the grouping? Teacher & Students will then be released to complete On Your Own on page
How will students Students 321 #5-10
transition between
activities? 5 min We will come back together and go over the answers
What will you as the Students
teacher do? 2 min
What will the students do? Teacher &
What student data will be Students Students will then be released to complete #11, 12, & 13
collected during each
8 min We will come back together and go over the answers
phase?
Students
What are other adults in
the room doing? How are
3 min
they supporting students
Teacher & Students will then be released to complete page 322 Problem
learning?
Students Solving #17-21 (skip 19)
What model of co-teaching
1 min
are you using? Teacher We will come back together and go over the answers

I will end the lesson by passing out the homework

What will you do if a student struggles with the content?

Make a note of students who are struggling and pull them for additional instruction
USF Elementary Education Lesson Plan Template (S 2014) Name: __Ms.
Mansfield__________________
Grade Level Being Subject/Content: Group Size: Date of Lesson: 1/27/2017
Taught: 3 Math/Fractions 29

during independent reading or morning work

What will you do if a student masters the content quickly?

Provide enrichment worksheets the book has available

Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners
n/a

If applicable, how does this lesson connect to/reflect the local community?

n/a

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?

Provide an additional challenging worksheet

How will you differentiate instruction for students who need additional
language support?

Pull students for small group instruction

Accommodations (If
needed)
(What students need specific
accommodation? List
USF Elementary Education Lesson Plan Template (S 2014) Name: __Ms.
Mansfield__________________
Grade Level Being Subject/Content: Group Size: Date of Lesson: 1/27/2017
Taught: 3 Math/Fractions 29

individual students (initials),

and then explain the
accommodation(s) you will
implement for these unique
learners.)

Materials
(What materials will you use? Go Math workbook
Why did you choose these Pencil
materials? Include any
resources you used. This can
also include people!)