KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT
Teacher Candidate: __________Olivia Braadt________________________________________
____2/18/2015___
Cooperating Teacher: _______Lisa Swope__________________________________________
________________
Group Size: _____41 students (3 rotations)_ Allotted Time: ________45 minutes________
_4______
Subject or Topic: ___________Math: Equivalent Fractions___
_____________________

Date:
Coop. Initials:
Grade Level:
Section:

STANDARD: (PA Common Core):

M4.A.1.1.1: Write the fraction or decimal which corresponds to

a drawing or set no simplification necessary.
CC2.1.4.C.1 -Extend the understanding of fractions to show equivalence and
ordering.
1.6.4.A: Listen critically and respond to others in small and large
group situations. Respond with grade level appropriate
questions, ideas, information, or opinions.

I. Performance Objectives (Learning Outcomes)

Students will recognize that fractions are equivalent using fraction tiles to represent
equivalent fractions.
Students will explain the relevance of fractions to everyday life through discussion to
verbally express the topics presented in the book Apple Fractions.

II. Instructional Materials

Fraction tiles (one set per student)
Document camera
Apple Fractions by Jerry Pallotta (one copy)
Paper (one piece per student)
Pencil (one per student)
III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)
Prerequisite skills:
Students are familiar with the method of a think-aloud and understand the process
of how the teacher models a strategy using this form of instruction.
Students are familiar with the use of fraction tiles.
Knowledge of basic faction concepts
Ability to converse in small and large group discussions

Key Vocabulary:
Numerator: the top number on the fraction.
Denominator: The bottom number on the fraction.
Equivalent fractions: fractions that represent the same part of a number.
Big Idea:
Different fractions can equal the same amount
New Content:
Equivalent fractions are fractions that represent the same part of a number.
IV. Implementation
A. Introduction
1.) The teacher will begin the lesson with a read-aloud of Apple Fractions introducing the
students to the concept of fractions through literature.
2.) After the read-aloud, the teacher will review and ask the following guiding questions:

How does the author relate fractions to apples?

How can we relate what we learned in the story, about apples and fractions, to our daily
lives?
What other things in our lives can we relate to fractions? Why?

3.) The teacher will then ask, "How can different fractions name the same amount?" (The teacher
will take varying responses at this time)
4.) The teacher will review and explain, The top number on a fraction is the numerator. The
bottom number on a fraction is the denominator. Fractions that represent the same part of a
number are called equivalent fractions."
5.) The teacher will then hand out the fraction tiles to the students.
B. Development
1.) The teacher will hand out the fraction tile manipulatives, giving the students
expectations on how to use them properly and with respect. The teacher will
explain, " I want you to sort through the fraction tiles and try to see if any match
up or make equivalent fractions. Two or more different fractions that represent
the same part of a whole are equivalent fractions." The purpose of this is to have

the students self-discover the concept of equivalence with the fraction bars
separating the materials in their own ways and methods.
2.) The teacher will direct the students attention to the document camera and display a fraction
tile for 1/3. The teacher will then model generating two fractions that are equivalent to 1/3. The
teacher will place a 1/3 tile on the document camera. The teacher will explain, I need to find a
fraction equivalent to 1/3 The teacher will model this by placing 1/6 tile below the 1/3 tile to
equal the length of the tile. The teacher will ask, How many tiles did we place? (2) So 1/3 and
2/6 are equivalent fractions.
3.) The teacher will explain, There is another equivalent fraction to 1/3. See if you can figure
out what fraction tiles also equal 1/3. The teacher will give the student a few minutes to
complete this task. Upon completion, the teacher will ask for volunteers to share what fraction
tiles they used to find the same length as 1/3 (1/12). The teacher will display four 1/12 fraction
tiles on the document camera. The teacher will explain, 1/3 and 4/12 are equivalent fractions.
4.) The teacher will then explain and give a sample problem for the students to work on, In the
garden, the tulips take up 1/2 of the garden. What are four equivalent fractions that describe the
portion of the garden planted with tulips? Students should be given five minutes to complete
this problem. (the teacher will be using a checklist to observe student learning)

The teacher will ask for volunteers to represent the fractions equivalent to the portion of
the garden planted with tulips. (2/4,3/6,4/8,6/12)

5.) The teacher will give a sample problem for the students to work on with the fraction tiles, In
the garden the roses take up 2/4 of the garden. What are four equivalent fractions that describe
the portion of the garden planted with roses? Students should be given five minutes to complete
this problem. (the teacher will be using a checklist to observe student learning)

Students should share their ideas with a partner in a think-pair-share activity

The teacher, will then, ask for volunteers to share their ideas (3/6,4/8,6/12)

6.) The teacher then give the next example problem on their own, 3/12 of my garden is planted
with lavender. Make two equivalent fractions, on your own, to describe the portion of the garden
planted with lavender? Students should be given three minutes to complete this task.
(example:1/4,2/8) Students will be asked to record their responses on a separate piece of paper
for a form of assessment.

C. Closure 1.) When students are finished with their problem the teacher will ask the students to share their
ideas with their partners in a think-pair-share activity.
2.) After the students have shared their answers the teacher will direct the students to the front of
the room in order to have a class wide discussion in order reflect on the problem.

3.) The teacher will pose the following questions:

i. How did you find the equivalent fractions?
ii. How did knowing that equivalent fractions represent the same part of a number help
you formulate your answer?
iii. How can equivalent fractions relate to our everyday lives?
4.) The students will respond to these questions orally and teacher will listen to students
responses.
5.) The teacher will ask students to turn in their papers with their written responses to the flower
question early in the lesson for the teacher to evaluate whether or not students comprehended
the content taught in the lesson.

E.)Evaluation plan
1. Students will be evaluated based on the following example checklist.

Name

Student identified the

appropriate equivalent
fraction

Student used fraction

bars to represent
equivalent fractions

V. Reflective Response
A. Report of Students Performance in Terms of States Objectives (Reflection on students
performance written after lesson is taught, includes remediation for students who failed to
meet acceptable level of achievement)
All students were able to meet the objective. If students were having difficulty, I would
give students a white board to draw the tiles. I would model a problem first, scaffold it,
and then have the student practice it independently.
B. Personal Reflection (Questions written before lesson is taught.)(Reflective answers to
questions recorded after lesson is taught.)
For this lesson, I was not present due to an excused illness. The substitute relayed the
students results to me.

VI. Resources
Pallotta, J., & Bolster, R. (2002). Apple fractions. New York: Scholastic.