edTPA-Referenced Lesson Plan v2

Teacher Candidate Name: Michelle Zidlicky

Grade & Subject Area: 3rd grade- Math
Date for Planned Lesson: January 31, 2018

Lesson Title
MN/CC State Standard(s)
- direct quote from MN standards
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
Central Focus
- derived from standard,
- communicates general goal
*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Fraction: Equal Parts of a Set
Lesson 3
MN Standard: Number and Operations: 3.1.3.1: Read and write fractions
with words and symbols. Recognize that fractions can be used to
represent parts of a whole, parts of a set, points on a number line, or
distances on a number line.
Interpret fractions in a real world and mathematical situations.

Learning Target for this Lesson Identify, read, write and identify parts of a set, and parts of a whole.
- concisely says what students will be
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. Numerator, denominator, parts of a whole, equal, unequal
a. Domain-specific Acad vocabulary
b. General Academic vocabulary b. compare, fraction, set
(words used in school across many
subject areas) c. Sentence Frame ex: X & Y are different because... I agree with X because the text says
c. Syntax Sentence Frame: Example
d. In Lesson Part 2 Assessment (below), students will be asked to use numerator and
sentence that students can use denominator to describe where to put the numbers.
to accomplish target
d. Point in lesson where students will
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports Visual Aids, fill in the blank worksheets
a. Identify how some form of
additional support will be
provided for some aspect of the
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
Resources & materials needed Equal parts of a set worksheet, Froot Loops worksheet, practice worksheet, white board,
markers, pencils
Lesson Part
Phase 1
State Target & Activate Prior
Knowledge
a) Post the learning target
statement and indicate whether
the teacher or student(s) will read
it aloud
b) Engage students in activity to
elicit / build prior background
knowledge
Phase 1 Assessment
Explain the plan to capture data
from this phase of the lesson
Phase 2 Teacher Input / Inquiry
- Explain procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures demonstrated in
this phase
Phase 3 Guided Practice
- Paired/collaborative work
- Teacher(s) may roam & assist
Phase 3 Assessment
Explain the plan to check for
ability to apply demonstrated
Activity description / teacher does Students do
Prior Knowledge: Recap about the previous day Students will break into
what numerator and denominator means. small groups, the ones
How to write a fraction. who are not with the
teacher will be working
Goal: I can recognize that fractions can be on IXL then
used to represent equal parts of a set. multiplication facts.
The students will be
Look at colored tiles. How many are red? How
many are in whole. Write a fraction. actively listen, and
sharing during group
discussion.
Assessment Example: Note responses with + or – on
class roster
Explain procedures: To recognize that Students will actively
fractions can be used to represent parts of a listen and follow along.
whole. Looking at the colored tiles to see how
many are red.
Teacher think aloud- So looking at my colored
tiles, there are six red. I would write the number
in the numerator because that is how many
pieces I am working with. There are 15 total
colored tiles so I would write 15 in the
denominator because that is how many pieces
are in the whole.
Looking at this next group of colored tiles-what Students will share what
would be the using numerator and denominator they think.
to show where to write the numbers. Have
students write on white boards what the answer
would be.
Check to see student’s answers and make note
of who got it and who didn’t.
Worksheet- Froot Loop fractions (Students will Students will work
work in pairs.) actively in pairs to finish
Students will use the Froot Loops given to them the worksheet.
to figure out how many of each color to make a
fraction using them.
Teacher will assist as students need it
Check student’s worksheets to see what they got for Students will share how
fractions using the smarties. they would explain this
to third graders.
 steps/procedures during
guided practice

Phase 4 Independent practice
- Individual student work
Phase 4 Assessment
Explain plan to check for ability to
apply demonstrated
steps/procedures during
independent practice
Worksheet- Equal parts of a set. Students will Students will individually
work on the write the fraction that is shade, then work on the worksheet,
do the real world problem on the bottom. the move to IXL, and
working on
multiplication facts.
Check individual’s answers on handout.

Phase 5 Restatement & Closure Restate Learning Target: Today we learned how write
a) Restate learning target fractions using parts of a set.
b) Explain a planned opportunity
for students to self-assess
their perceived level of
mastery for the target.
Phase 6 Summative Next Steps Check students work to see if there are any who need to
Attach a class roster (first names be retaught, or ones who need to be a little more
only) with space to indicate challenged.
for each student the needed
next steps of instruction.

*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory
video to the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016