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LYNCHBURG COLLEGE LESSON PLAN

REQUIREMENTS

Subject/topic: Math Grade/class: 1st Room# A7


Time/period: 1:25 -2:25 Lesson date: Wednesday, April 5th, 2017

SOL: Number and Number Sense:


1.3 The student will identify the parts of a set and/or region that represent fractions for halves,
thirds, and fourths and write the fractions

Content outline: The purpose of this lesson is for students to learn and understand what a
fraction actually looks like. This lesson will provide hands on and real life examples of fractions
that are have equal parts and fractions that do not have equal parts. The students needs to know
that the bottom number tells how many there are of something total and that the top number
represents the amount that there is out of the total. Key concepts and vocabulary that will be
introduced during this lesson includes:wholes, halves, thirds, fourths, fraction, parts of a set, and
being able to describe parts of a set.

Rationale: It is important for students to learn the parts of a fraction because as they continue
through school, the ideas of fractions will continue to build and become more complex. It is
necessary for students to understand the basics of what makes up a fraction and to really break
down the meaning of what halves,thirds, and fourths represent.

Objective(s) of the lesson:


1. The students will be able to recognize parts of a set.
2. The students will be able to write a fraction by filling in the blank of a fraction
sentence.
3. The student will be able to tell what the numerator and denominator are in a
fraction.

Lesson Opening:
1. I will start the lesson by having examples of parts of a set and fractions on the
board.
2. I will ask students if they can tell me what they think we will be doing. (wait for
students to respond)
3. Once a few students have share, I will discuss and review parts of a set and how it
relates to fractions.
4. After the lesson opening, students will be sent back to their desks in groups of
three.

Connection: The students will be able to make the connection between parts of a set and how
fractions are used to answer and fill in the blanks of the questions being asked. The students will
be able to make the connection between what part of the picture represent the numerator and
what part represents the denominator.
Instructional Strategies/Processes:
1. Students will return to their seats and take out a blue, green, yellow, and red
crayon.
2. Once all students have their crayons, they will fold their hands and place them on
their desks.
3. When all eyes are on me, I will start to explain the activity.
4. We will complete this activity together as a class to make sure that they know how
to fill in the blanks of the sentences.
5. Together as a class, we will work on this activity step by step. Everyone's activity
will look the same.
6. I will be using the document camera to show the students what ducks to color:
https://www.teacherspayteachers.com/Product/Duckling-Fractions-232671
7. Once all of the ducks are colored the students will read the questions out loud as a
class.
8. After all of the questions are read, together as a class we will answer the first two
questions.
9. I will check for students understanding before they answer the last two questions
independently.
10. After the students have answered the last two questions alone, they will give me a
thumbs up to show that they have completed the last two questions.
11. When all students are finished we will review the last two questions together as a
class to ensure that all students are understanding the thinking process and how to make
sure they know how to get to the correct answer.

Products:
1. Duckling fractions

Assessment: N/A
Closure: On the back of this exercise, students will write one thing that they have learned about
fractions and one question that they have about fractions. I will read their responses and make
sure that I cover their questions during the rest of the week.

Homework: N/A

Differentiation: I will include differentiation into this lesson by allowing struggling student to
have more time to complete the activity. Depending on the student's needs, I will provide more
one on one instruction while monitoring the classroom progress on the activity. Preferential
seating will also be provided for students who need it.

Materials/Equipment:
1. Crayons
2. Pencil
3. Duckling fractions activity

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