Lesson Plan for Differentiated Instruction

Subject: Understanding Fractions

Grade Level: 3-4
Duration/Length: Two Lessons- 45 minutes per Lesson
Subject Learning Objectives:
Students will be able to identify and name the numerator and the denominator portions of
a fraction in a diied ob!ect with "##$ accuracy%
Students will demonstrate how a fraction is represented by identifying the ratio of shaded
portions to un-shaded portions of arious shapes with &#$ accuracy%
Students will recogni'e a whole fraction with "##$ accuracy%
Students will demonstrate an understanding of the number line by plotting fractions with
(#$ accuracy%
Day one/ Lesson 1
Lecture: )ntroduction of the lesson- This introduction will inole the whole class being present
and following along with me as ) e*plain the lesson +Understanding Fractions, on the board% )
hae an allotted time of 35 minutes to e*plain the material- wor. fraction problems together- and
answer student/s 0uestions% ) will e*plain how a fraction has a numerator and a denominator and
that a fraction is part of a whole% ) will show e*amples of this on the board and proide labels for
the numerator and denominator% ) will gie an introduction of the number line to help students
isuali'e where fractions fall in reference to whole numbers% 1e will wor. some sample
problems together in class on our indiidual dry erase boards%
Assessent: The assessment consists of a wor.sheet to see where student/s strengths and
wea.ness are% The wor.sheet is "5 0uestions long and should not ta.e any longer than "#
minutes to finish%
!aterials " #esources
)ndiidual dry-erase boards and mar.er for each student
2ssessment wor.sheet-one per student
2ssessment answer .ey
Subject: Understanding Fractions
Grade Level: 3-4
Duration/Length: Two Lessons- 45 minutes per Lesson
Subject Learning Objectives:
3ontinuing with the concepts of +Understanding fractions, the focus will be on differentiated
instruction% 2ctiities will ary according to how well the student has mastered the topic% 4ach
actiity will ta.e place as ) 5the teacher6 wor. with a small group of students or one on one with
a student%
Students are able to learn at their own pace
Students in small groups will learn and obsere from each other%
Students will be able to get a ariety of practice with fractions
Students will not feel rushed or insecure in groups of students who are more adanced
Students will not get bored or feel li.e they are not being challenged in groups of students
who are still trying to grasp the concept of fractions%
Day $%o/ Lesson &
"5 minutes- opening introduction continued from preious day% 7ames are drawn from a !ar and
will decide which student gets a fraction of the candy bar if they answer the 0uestion correctly
+what fraction hae ) bro.en the candy bar into now8 +% 2fter opening introduction students will
wor. as a group on assigned actiities for the first "# minutes and then they may alternate to
another actiity if they want to%
Activities
2ctiity " 59eginner6: Students will hae "# minutes to wor. on the Fraction :u''le wor.shop
2ctiity ; 5)ntermediate6: Students will hae "# minutes to practice demonstrating different
fractions
2ctiity 3 5<aster6: )n actiity three students will hae "# minutes to hae fraction plotting races
on the board
!aterials " #esources
Full si'e =ershey/s candy bars 5enough for whole class6
Students names in a !ar
2ctiity one cut-out shapes
'raction Pu((le
2ctiity >ne
Objective: understand that any shape can ma.e a whole and that any part of that whole can be a
fraction
$ie: Students will hae "# minutes to participate in this wor.shop
Instructor Directions: 3olor a fraction of all the shapes one color 5use the same color on all the
shapes6 and them cut along the dotted lines% Ta.e all the pieces and mi* together in a bag%
Student Directions: Students are supposed to put the shapes bac. together- upon doing so they
will discoer the fractional proportion of each shape
Deonstrating 'ractions
2ctiity Two
Objective: Understand how to ma.e a fraction from a whole
$ie: Students will hae "# minutes to practice their s.ills at shading in the specified fraction
Directions: Fold a regular sheet of paper into fours% This gies you space to wor. 4 different
fractions on the same piece of paper% ?raw a s0uare in one corner of your paper and then diide
the s0uare according to the number in the denominator of your fraction% Then draw lines in the
opposite direction according to the number in the numerator% Shade the numerator portion of
your fraction to demonstrate your fraction in the s0uare that you drew%
@4*ample of what the students page should loo. li.e before shading@

'raction )lotting #ace
2ctiity Three
Objective: Learn and understand the number line better
$ie: Students will hae "# minutes to participate in this wor.shop
Directions: Students will go up to the board in pairs of odd and een numbers 5"- ;6 53- 46 55- (6
5A- B6 5&- "#6 and plot the first fraction in their row% Fractions range from #-;% Score is .ept by
number of odd students or een students that get the most plots the fastest%
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4
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*ra)+,) and #eflection for -,nderstanding 'ractions.
7ameDDDDDDDDDDDDDDDDDDDDDDDDDDDDD ?ateDDDDDDDDDDDDDDDDDDDDD
Directions: >n this paper you need to respond to the 0uestions and tell me what you learned and
how you feel about the lesson%
1. 1hat did you li.e most about today lesson and what did you li.e the least about today/s
lesson8
2. 1hat do you thin. ) could hae done to help you more8
3. Tell me what you learned today that was new to you8
4. =ow do you thin. you might use what we learned today in the real world8
5. 1hat part of lesson would you hae li.ed to spend more time doing8
Eesources
Leilich S., Stone E.B. (Dec 2008) What Faction !" #$. %e&a''e''"ent te't. (%DF Doc("ent). )ational
Sec(it* !+enc*. aca,e"ia. -etie.e, /o" )S! 0e1 'ite on 2013 2ach, 33
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