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Michelle Karwowski

Title: Valentine’s Day Fraction centers

Date: February 13th

Overview: This math lesson will consist of a mini lesson for a pre assessment, three center rotation
consisting of fraction practice based on the fourth grade Next generation standards, and a post
assessment exit ticket. The mini lesson in the beginning will be based on the content in each center.
This will show me which students to watch specifically to improve their skills. The students will have
white boards and they will answer three questions, as I go over the directions for the three centers.
During center one, the students will practice multiplying fractions and whole numbers. They will solve
the problems with Valentine’s Day themed candies, to model conceptually how multiplying fractions
works. The second center will be a technology center, in which the students will practice on their
Chrome books two math based games from abcya.com. These games are practice for finding equivalent
fractions, comparing and ordering fractions on a number line. The third center is practice with word
problems. The students will complete Wipe off sheets (in heart form), with fraction based work
problems that targets solving with various operations. At the end of the lesson I will distribute an exit
ticket to assess what the students took away from this lesson and see if they met the objectives and

Goals: By the end of the lesson I would like the students to improve on at least one aspect of this
fraction review.

 The students will be able to show visually how to multiply a fraction by a whole number with
 The students will be able to order and compare fractions from least to greatest shown through an
informal assessment of an exit ticket.
 The students will be able to multiply a fraction by a whole number and justify their answer in the
form of a picture, shown through an informal assessment of an exit ticket.
 The student’s will be able to solve word problems with various operations, shown through the
exit ticket and the corresponding worksheets.

Next Generations Learning Standards:

2. Compare two fractions with different numerators and different denominators.
-Recognize that comparisons are valid only when the two fractions refer to the same whole.
3. Solve word problems involving addition and subtraction of fractions referring to the same whole and
having like denominators
4. Apply and extend previous understandings of multiplication to multiply a whole number by a fraction.
c. Solve word problems involving multiplication of a whole number by a fraction.

Key Vocabulary and Definitions: Denominator- the “whole” of a fraction,

Numerator- “the part” of a fraction, simplify- get the smallest fraction by dividing by the greatest
common factor, “of” means multiplication.
Materials/ Resources
Technology resource- abcya.com
Self-made worksheets, heart shaped candies and wipe off problem sheets
Wipe off boards, markers, felt.

Assessment: An informal Exit ticket will be able to show me who which students are struggling with the
three areas I will be assessing. It will show me if the students met the objectives by having the questions
reflect the material and content in the centers.

Here is the rubric I will be using to create a checklist of the three areas


Proficient Struggling comments

Can solve a
multiplication of a
fraction by a whole
number by another

Can visually justify

multiplication of a
fraction by a whole
Can order fractions
with different
denominators from
least to greatest.

Can complete one

part of the word

Can complete all

parts of the word

“If time” and differentiation- I have extra challenge problems for my students who perform at a higher
level and is available for all students to try. All worksheets start out with problems that get
progressively harder to accommodate, conceptual learning as well as the students performing at a lower
level. Integration of technology helps visual learners allows for the students to manipulate fractions
using the computer.
1.Yes, the learning objectives were met, however there was a large portion of the class, shown by
the exit ticket that still need help with these topics. These topics were picked because they were
difficult for the students on their mid-year assessments. From looking at the exit tickets I can
now see which students I should help more frequently.
2. The children were excited to do something new and hands on. The three centers were all
different in the sense that one integrated technology, another was hands on and visual, and the
middle section were word problems with their names in the problems that made them excited to
complete them.
3. I think I would have pushed the desks together before I started the lesson so that did not take up
time. Everything else was very planned out and I think I would implement it the same way.
4. I think the children need to continue learning how to represent multiplication with manipulatives.
The exit ticket showed that that was their weakest area. To do this I would do a lesson strictly
based on this concept as well as use examples with word problems to double up on these
5. I would either have centers based on this one topic so that the students could manipulate and
represent multiplying fractions by whole numbers using various items. Or I would do a more
focused lesson, breaking into small groups to provide individual assistance.
6. I think my professional development on children’s learning is growing after sitting with
students one on one and using assessments such as this exit ticket to track how they are
becoming successful. My planning is very organized and I think I have experience with valuing
how long an activity should take and proper ways to fill the time. My teaching is improving
tremendously, Especially taking the lead for these two weeks with Pam gone. I am more
confident and am gaining the understanding of what it takes to run a classroom efficiently. My
use of resources have expanded and I am learning the appropriate websites and levels of books
that are suitable for this age group. My classroom management has been effective, as I get a lot
of experience with this class. Lastly, Assessments I would still like to improve on but it does
help me plan the lessons in the future.
7. My teaching targets for the next lesson are to make sure that I explain in detail, make sure I am
clear and to think about the materials the students might need, how they will get them and