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LESSON PLAN TEMPLATE – 2015Design an original elementary (K-6) mathematics lesson plan using the attached “Lesson Plan Template” that addresses the topic of fractions, decimals, or percentages1. Implement differentiation for early finishers and student interaction in the lesson plan from part B.2. Incorporate oneadditional instructional strategy discussed in part 3 of the attached “Portfolio Response Sheet: Percentages, Fractions, and Decimals” thatsupports the understanding of fractions, decimals, or percentages into the lesson plan from part B.GENERAL INFORMATIONLesson Title & Subject(s): Unit Fraction Action- A Lesson on “Parts of a Whole”Topic or Unit of Study: Unit 5: Representing and Comparing FractionsGrade/Level: Grade 3Instructional Setting:The setting is a 3rdgrade math classroom, numbered 16 students. The seating arrangement consists of 4 tables, with 4 students seated at each table, given new seating assignments as they came to class, based on the results of the previous day’s assessment. Each table is labeled “1” through “4”.Anchor charts relating to fractions are placed around the room.STANDARDS AND OBJECTIVESYour State Core Curriculum: Understand a fraction 1/?as the quantity formed by 1 part when a whole is partitioned into b equal parts (unit fraction); understand a fraction ?/b as the quantity formed by a parts of size 1/?. For example, 3/4 means there are three 1/4 parts, so 1/4 = 1/4 + 1/4 + 1/4Lesson Objective(s):Students will create equivalent addition equations, given a list of fractions, with 80% accuracy (3 out of 4).MATERIALSInstructional Materials:Fraction bars for student modeling; Dry erase boards and markers; Document reader; wall-sized white boardINSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):1.Student Prerequisite Skills/Connections to Previous Learning: 5 minutes(This lesson would be day 3 in a week-long introductory segment on fractions)Prerequisite knowledge:a basic understanding that whole amounts of something can be divided into smallerpieces; that the total number of segments that the whole is divided into can be represented as the denominator of a fraction; that that number of segments of the whole that are being addressed for are represented as the numerator of a fraction; That the proper representation of the segmented whole amount the the addressed segments is the a/b format (a being the numerator and b being the denominator). Connection to previous learning: At the opening of