UH COE Lesson Plan Template (Direct Instruction)

Name of Teacher Candidate Lesley Hughes

Lesson Overview
Grade Level 3rd
Estimated Time Needed 45 minutes
Lesson Description Students will be learning about fractions of a set.
(3) Number and operations. The student applies mathematical
process standards to represent and explain fractional units.
The student is expected to:
Content Area Standards (E) Solve problems involving partitioning an object or a set of
objects among two or more recipients using pictorial
representations of fractions with denominators of 2, 3, 4, 6,
and 8;.
Technology Standards None
Students will be able to solve problems involving partitioning a set of
Objectives objects using pictorial representations of fractions with denominators of 2,
3, 4, 6, and 8.

Resources/Materials/Tools
Denominator
Terms/Vocabulary Whole
Equal parts
Technology Resources
Other Resources

Lesson Procedures

Teacher will have 9 students

Teacher will tell 9
come to the front of the room.
students to come to
The teacher will say to the
front of room
whole class, “I was told by
Mrs. Whisonet that she needs
Students will stand at
1/3 of the students standing
the front of the room
at the front of the class to
come help her in the front
Focus/Anticipatory Set Whole class will be
office today”. The teacher will
listening to the
then say, “but wait... My
(5 minutes) teacher.
denominator is 3, not 9. And
my whole is supposed to be 9
Teacher will ask
since I have a total of 9
students questions.
students.” Teacher will then
have students turn and talk
Students will be asked
about how to figure out this
to sit back down.
problem. Teacher will have a
couple students share what
UH COE Lesson Plan Template (Direct Instruction)
they think or talked about. Students wait patiently
Teacher will then tell for the next part of
students, “today, I want you lesson.
to be think about what to do
when our denominator is
different from how many is in
our set. Teacher will then
have students sit back down.
The teacher will use the
document camera
during the content-input
portion of the lesson.
She will start out by
explaining to students
that they are going to be
learning about finding
the fraction of a set with
a denominator that's
different from the Teacher will ask a
amount in the set. student to read the
Teacher will have learning intentions for
student read the their math lesson.
learning intentions and
success criteria from the Teacher will put
board. The teacher will manipulatives under
Counters- used as a
bingo counters. She will the document camera.
manipulative or
put 8 counter of the
Content-input concrete object so
same color under the Teacher will ask
students can
document camera. She question about the
visualize the problem
will ask students “How amount in the set.
15 minutes or what's being
many bingo chips are in
asked.
my set?. Teacher will Students are actively
call on a student to listening and
answer the question. participating in the
She will then ask lesson.
students, “since 8 is in
my set, what is my
denominator going to
be?” Teacher will call on
student to answer. So
we’ve talked about this
week how our set is
going to be considered
our whole when talking
about fractions, so the 8
is going to be the
number that goes on the
bottom of our fraction.
But, like we talked about
UH COE Lesson Plan Template (Direct Instruction)
earlier, what happens if I
need to find out what ½
of the bingo counters
are? My denominator is
8 but I am being asked
to find half. Teacher will
then use expo to write
what is ½ of my bingo
chips. Teacher will tell
students “I am going to
draw to draw two circles
and the reason I am
doing this is because
the denominator in ½ is
2. So I am going to
make two equal groups
of my counters. Why do
you think the two groups
need to be equal?”
Teacher will call on
student to answer.
Teacher will then count
four into one circle and
count 4 into another
circle. She will then tell
students, “now that I
have my counters into
two equal groups I need
to find out what ½ of
those counters are.”
Teacher will then ask
students, “What does
the numerator tell me?”
Teacher will call on
student answer. She will
then follow by saying, “
the numerator tells me
what part I am counting
and what I am trying to
find is 1 part since my
numerator is one and I
have two parts since my
denominator is 2. So ½
of my counters is going
to be 4 because one
circle has 4 counters in
it. Teacher will practice
this with ¼ , ⅓, ⅙, ⅛.
UH COE Lesson Plan Template (Direct Instruction)
Teacher will tell students, “
You are going to be working
with partners to complete this
activity, I am going to have
you work with the person next
you but first I am going to be
modeling what you are going
to be doing for the activity.”
The teacher will grab one of
the task cards, some
miniature cups, and counters.
Teacher will tell students that
these are the items that their
partner and them will receive.
The teacher will model ¼ of
8. She will tell students
“instead of using circles to
represent our groups, were
going to use these little cups.
Guided Practice So we need to put 8 into 4
15 minutes equal groups so how many
cups are we going to need?”
Teacher will call on a student.
Teacher will then separate
the eight counters into 4
equal groups. Teacher will
ask “how many groups do I
need to count to find ¼?”
Teacher will call on student to
answer. So what is ¼ of 8?
Students will say it outloud.
Teacher will then show
students that they are to write
the number sentence in their
notebook.
Teacher will then handout
counters, cups, and task
cards to each pair of
students.
Teacher will explain to
students that they are going
to complete a worksheet
Independent Practice
independently. She will
(10 minutes)
explain to students how they
will be answering the
questions
Teacher will model for
students what they will
be doing for the guided
practice portion of their
lesson.
Students are actively
listening and paying
attention to
instructions. Counters- used as a
manipulative or
Teacher hands out concrete object so
supplies students can
visualize the problem
Students take out their or what's being
math notebook. asked.
Teacher writes Cups- Will be used
sentence stem on the to represent the
board for students to amount of groups
use as a reference. (denominator)
Students are staying Task Cards- Practice
on a level 1 or 2 when finding the fraction of
working with their the set.
partner.
Students who finish
early will receive a few
extra problems to work
on.
Teacher will explain
directions for the
worksheet and explain
to students how they
will be answering the
questions.
UH COE Lesson Plan Template (Direct Instruction)
Teacher will ask students to
remind her about what they
learned about today that's
Closure different than what they have
been learning this past week.
Then restate the learning
intentions.
Students should be on
a level 0 and be
working indepently.
Teacher will pick up
manipulatives
Students are cleaning
up their manipulatives.

Plans for Differentiated Instruction/Accomodations

Special Education Special education students will be manipulatives during the independent
Students practice portion of the lesson. Students will be given extended work time
during their independent practice.
I
English Language
Students will be working with partners during guided practice. Students will
Learners
also be read aloud directions if any are needed as well as having instructions
being repeated if they didn't understand the first time.

Students will be given larger sets to challenge them a little further. They will
Gifted and Talented also be asked to write out how they solved the problem and their reasoning for
why their answer makes sense for each problem on their independent practice
and guided practice.
Other:

Potential Challenges/Plan B

I worry that the pace may become too quick because they might get the content after a couple examples during
the content portion of the lesson. If it becomes to quick I will have students work longer during guided practice. I
also worry that students will finish their guided practice early and if they do i will give extended problems to
solve on the board with their partner.

Assessment

Students will be assessed during questioning during the content portion of the lesson. Students will also
be observed during guide practice as well as being questioned about how they found their answer.
Finally, students will complete a post-assessment during independent practice.

Notes and Credits