Kylie Matusiewicz

Teacher: Mrs. Jonhson

Grade Level: first grade

Subject Area: fractions

Length of Lesson: one class period

Desired Results
Indiana Academic Standard(s)
Fractions
-identify fractions
-write fractions
-able to use in story problems
SWBAT: correctly write fraction, resulting in a good score on their end of the year
test
Enduring Understandings

Essential Question(s)

Understand fractions
Know which number goes on top and which
on the bottom

What is part and whole?

How to write a fraction?

Knowledge and Skill Objectives

They should be able to write fractions out and accurately be able to understand word
problem that include making fraction
Assessment Evidence
They are going to be using the idea of fractions till they graduate, it is a
necessary skill. I still use they in pre-calculus
Learning Plan
Learning Activities
I went to the front of the class and drew a circle and cut it up into two parts, then four
parts, then six and so on. I would then ask them one by one to color one portion of the
circle. They would then have to write the fraction. I explained to them how to write them
and then I used the analogy of the circle being a cookie and sharing it with your friends.

Resources and Materials

The white board in my classroom
A marker
Story problems
Class participation
Required Accommodations/Modifications
I had to have smaller fraction for those who did not understand the concept of fractions

Na
me
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Date_______ Period____
Lesson Plan Evaluation & Teaching Reflection
Was the content worth knowing? Support your response.
Yes this is worth learning, this concept will be on their test at the end of the year and will
be continued and be used as they get into more challenging math classes.
Describe how the activity was developmentally appropriate.
I used real life problems in order for them to understand the difficult concepts. I made sure
not to give them problems larger than sixths. If I would use lower number such as eighths
and tenths they would have become more confused.
Give an example of how you know the activity was interesting to the children.
I allowed class participation which made them feel as though they were part of the learning
process.
Describe how the activity included opportunities for the children to test their knowledge.
I made sure not only to call on kids who would know the answers but some I thought had a
little trouble. This practice on te board would help them identify fractions easier.
Describe a follow up activity that would build on concepts you have presented.
I would grow the length of the lesson by including eighths and tenths. This would really
test their knowledge because they haven't had to use as big as fractions before. Also
having them do a worksheet over fractions would increase their likely hood of
remembering the lesson.
What behavior(s) did you observe while presenting the activity? What do you think caused the
behavior(s)?
The students seem to be much more into this lesson than my previous lessons, dont
know if it is because this concept was easier or if I just caught them on a good day.
How did you involve the children in the closure of the activity?
The students individually came up to the board and I gave them a practice problem. I later
had some of the kids who understood the material provide me with examples for other to
do.
Describe what changes you would make and what you would keep the same if you presented the
activity again.
I would have had a worksheet ready on hand after the lesson to have them practice
problems on fractions. I would have the same amount of class participation because this
seemed to have them engaged in the lesson more.