LESSON PLAN TEMPLATE – 2015
Design an original elementary (K-6) mathematics lesson plan using the attached
“Lesson Plan Template” that addresses the topic of fractions, decimals, or
percentages
1. Implement differentiation for early finishers and student interaction in the
lesson plan from part B.
2. Incorporate
one
additional instructional strategy discussed in part 3 of the
attached “Portfolio Response Sheet: Percentages, Fractions, and Decimals” that
supports the understanding of fractions, decimals, or percentages into the
lesson plan from part B.
GENERAL INFORMATION
Lesson Title & Subject(s): Unit Fraction Action- A Lesson on “Parts of a Whole”
Topic or Unit of Study: Unit 5: Representing and Comparing Fractions
Grade/Level: Grade 3
Instructional Setting:
The setting is a 3
rd
grade 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 OBJECTIVES
Your 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 + 1/4
Lesson Objective(s):
Students will create equivalent addition equations, given a list of fractions, with 80% accuracy (3 out of 4).
MATERIALS
Instructional Materials:
Fraction bars for student modeling; Dry erase boards and markers; Document reader; wall-sized white
board
INSTRUCTIONAL 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 smaller
pieces; 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