Kindergarten Lesson Plan

Student Teacher_________________________

Date__________________________

Subject: Math Objectives: -

Topic: Fractions

Students will recognize fractions as representing parts of equal size of a whole. Students will be able to identify a half and/or a fourth of a region. Students will understand that fractional parts are equal shares of a whole region. Students will understand that the fraction name (half, fourth) tells the number of equal parts in the whole. Students will construct a paper plate pizza. Students will apply knowledge of half and fourth in the written assessment.

SOL: Math K.5 The student will identify the parts of a set and/or region that represent fractions for halves and fourths. Assessment: The pizza fraction worksheet will serve as the written assessment. On this worksheet, students will demonstrate their knowledge of fractions by separating pizza into halves and fourths. Informal assessment and observation will also take place as another form of assessment.

Materials: -white paper plates (will serve as the pizza) -black paper plates (will serve as the pizza pan) -scissors -crayons -pencils -Pizza fraction worksheets -Give me half by Stuart J. Murphy (childrens literature) -Fractions anchor chart -brad fasteners -tape -poster paper -markers

Procedures: 1. 2. 3. 4. 5. 6. Have the students meet on the carpet. Introduce the topic of the math lesson: fractions. Ask the students if they know what fractions are. Ask students if they like pizza. Read the childrens literature, Give Me Half by Stuart J. Murphy Explain and discuss fractions by referring to the fractions anchor chart. Questioning regarding halves and fourths. Ask questions about similarities and/or differences between the pizzas. 7. Move to project. Tell the students about the paper plate pizzas they will make. Give clear instructions (repeat several times). Show the students an example (a paper plate pizza that is already made) and give instructions. 8. After instructions have students go to their seats. 9. Pass out the white paper plates for students to draw their pizzas. Inform them that when they are done, they are to write their name on the back; and then raise hand for me to come around. 10. When the students have finished coloring their pizza, cut it for them and then give them a pre-cut black paper plate. 11. While the students are finishing and others are still coloring, remind the finished students write their names on the backs of both plates. 12. When the students have assembled their pizzas and pizza pans, they can remain at their seats for the next step. 13. We will briefly discuss the pizzas together. Call out directions and have the students show halves and fourths on their pizzas (i.e. show me that you ate half of your pizza). 14. Next, I will introduce the worksheet. I will hold one up as a reference. I will remind the students that their name goes on first. Then, I will read the directions. Give clear instructions. 15. Pass out the worksheets. 16. Repeat instructions and simultaneously walk around to observe. 17. For early finishers, have them draw on the back of the worksheet. They can draw something else that can be cut into halves or fourths besides pizza. 18. When they are done, they can put their papers into the work basket. Accommodations for Individual Differences: This math lesson incorporates a lot of different components in order to reach different learning styles. The childrens literature presents fraction halves in language that is understandable for Kindergarten students. The anchor chart provides a visual, while the paper plate pizzas provide a hands-on art element. Then, the written assessment gives the students a chance to apply what theyve learned. I will model all activities and read all the instructions of the worksheet several times for processing.

Reflections/Reteaching Strategies: For my lesson, I tried to stay as close to the written lesson plan as possible. I started out by letting the students know what we were going to be doingfractions. Next, I read them the childrens book. From there, we moved to questioning and discussion using the anchor chart as a visual reference. After that, we moved to the hands-on project of making paper plate pizzas after I modeled the directions. We used those for some questioning before moving on to the written assessment. For the most part, my lesson proceeded as I had expected. I thought the paper plate pizzas went over extremely well; so, that is something I would definitely try again. The written assessment went smoothly. If I had to do it again, I would probably include more images for the students to divide into fractions rather than just the pizzas. I would include other shapes as well, so the students could see more than just fractions with circular things. For example, I could use additional images such as a sandwich, a rectangular pan of brownies, and such to expose them to a variety of things. This way, they will see that the concept is applies to all things, not only circular foods like pizza and pie. For the lesson, I pre-cut all the black plates, but I did not cut the white plates beforehand. I did not do it for those because I knew the students had to color their pizzas on them. However, if I had to do it again, I would probably go ahead and cut the white plates too. They would still be able to color the pizzas just fine. By making this change, it would save even more time rather than having the students wait until I could cut it for them, and put it together with the black plate. I think I would also spend more time on explanation and discussion the next time around. Adding more or various examples could apply here as well. I believe that the students did learn what I hoped they would. I would say that they are all on track for identifying halves and fourths. The written assessment only included half and fourth; however, some students seemed ready for more challenging fractions. So, I could also add a bonus or challenge example to the worksheet where the students can try to divide the pizza into sixths, perhaps (if I taught this again). It worked this way, because the students had some prior knowledge of fractions going into my lesson. All in all, I was pleased with my lesson. The students loved the pizzas they made. Because of their response to that, it shows that arts activities are effective; and activities like that should be incorporated whenever possible.

Sources Murphy, S. (1996). Give me half. New York: Harper Collins. Standards of Learning and Curriculum Map retrieved from the Virginia Department of Education website. http://www.doe.virginia.gov/testing/sol/standards_docs/science/index.shtml Spotsylvania County Public Schools Curriculum Maps retrieved from http://www.spotsyschools.us/instruction/curriculummaps/elementary/ Paper plate pizza idea retrieved from previous host teacher, Mrs. Steber (K). Suggestions, ideas, and materials retrieved from current host teacher, Mrs. King (K).