Lesson Plan for 1st-Grade Teaching Fractions
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| Teacher: | Weekly Lesson Plans | For the week of | ||||
| Themes: FRACTIONS | Grade Level: 1st Grade | |||||
| Math | Reading | Language | Centers | Differentiation | ||
| Monday | The teacher will introduce fractions by explaining to the students that fractions represent a whole thing differently.
The teacher will provide the students with visual aids, such as paper shapes cut in different fractions for illustration to help them distinguish the defining attributes, such as a square with all sides equal, and non-defining attributes, like the color of the shapes (Wright et al., 2016).
Standard: 1.G.1 |
The students will pay attention to the introductory part of the lesson. They will interact with the visual aids, stating their features and orientation.
The students will read from the class text ‘Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades Pre-2’ to acquire basic fractions-related facts. |
The students will learn fraction language, including numerator, the number of pieces represented, and denominator, the total number of parts of the whole shape or object. | #1 LITERACY
The students will read from the class text to improve their basic knowledge of fractions and be acquainted with the relevant language associated with the learning activity. |
The teacher will incorporate technology into the learning activity. Using gamification strategies makes learning fun and interesting, boosting students’ willingness to identify parts of the fraction, such as the numerator (Setambah et al., 2023). | |
| Tuesday | The teacher will provide the students with scissors and paper and guide them in making different shapes to illustrate the defining attributes.
Standard: 1.G.1 |
The students will draw and build shapes using the materials provided. They will identify and describe the shapes to distinguish between defining and non-defining attributes. | The students will differentiate different features of shapes, such as triangles, squares, rectangles, circles, pentagons, and hexagons, to understand the fractions associated with each. | #2 ART
The students will model different shapes: squares, circles, and triangles. |
The teacher will provide direct instructions on identifying the fractions by giving relevant demonstrations. | |
| Wednesday | The teacher will compose two- and three-dimensional shapes and present them to the students (Wright et al., 2016).
The teacher will also compose different fractions for the shapes.
Standard: 1.G.2 |
The students will show specific fractions requested by the teacher by comparing the whole shape with the smaller pieces. | Students will use numeric representation for different fractions, such as ½, ¼, ⅓, ⅔, and ¾. | #3 WRITING
The students will color shapes in the provided shape worksheets to differentiate the shapes, with similar shapes being colored with the same color. |
The teacher will use familiar items and objects to offer illustrations. Students like food. Hence, the teacher can use food materials like pizza, pie, or an orange to help students understand the fractions. | |
| Thursday | The teacher will introduce fraction terms, including halves, fourths, thirds, and quarters, by describing the shape division in association with the whole shape (Wright et al., 2016).
Standard: 1.G.2 |
The teacher will provide the students with manipulative chips of different colors, and the students will demonstrate different fractions using the chips. | The students should familiarize themselves with common terms used to describe a fraction, such as half, quarter, and third. | #4 BLOCK
The students will interact with manipulative chips and objects in the learning environment to demonstrate different fractions. |
The teacher will use multisensory teaching strategies
where the students will incorporate multiple senses in the activities (Syahputri, 2019). Most learners do not recall what was lectured but what they did practically. |
|
| Friday | The teacher will guide students to identify fractions in their environment by providing them with objects or pictures divided into various pieces. The teacher will provide items, such as a pizza divided into eight parts, and request that the student identify the fraction as some parts are removed.
Standard: 1.G.3 |
Students will name different shapes in their surroundings. For instance, the teacher will give the students an orange slice into different pieces and request them to name the fractions. Also, the teacher will provide students with shaded objects to name the shaded fraction. | The study will help the students understand their environment and identify fractions formed by objects, which will help them communicate with the class. | #5 DRAMATIC
Students will perform a play in a shop, where some will be the cashiers while the others will be the customers who will buy quantities in fractions, such as ¼ kg of sugar and ½ kg of flour. |
The teacher will incorporate music in learning the mathematical concepts. Students prefer learning in a friendly and entertaining atmosphere, which helps them to deliver relevant skills and knowledge. | |
| Any special notes regarding students | Some students have special educational needs, which prompts the teacher to use differentiated teaching methods and practices that accommodate the needs of all learners. | #6 MATH
The students will employ previous mathematics skills, including counting numbers, to help them represent the fractions numerically. |
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References
Setambah, M. A. B., Rajoo, M., Othman, M. S., Shuib, T. R., & Ibrahim, M. A. (2023). Non-digital gamification: Effects of teaching on mathematics achievement and student behaviour. Nurture, 17(4), 504-515. https://doi.org/10.55951/nurture.v17i4.388
Syahputri, D. (2019). The effect of multisensory teaching method on the students’ reading achievement. Budapest International Research and Critics in Linguistics and Education, 2(1), 124-131. DOI:10.33258/BIRLE.V2I1.192
Wright, C. M., Benton, K. S., Massey, J., Oakley, N., Green, T., & Davis, M. (2016). 2016 Mississippi College- and Career-readiness standards for mathematics. Mississippi Department of Education, 1-236. https://www.mdek12.org/sites/default/files/Offices/Secondary%20Ed/Math/ccr%20for%20teacher/2016-MS-CCRS-Math_2.pdf
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Question 
Lesson Plan for 1st-Grade Teaching Fractions
Read Chapter 14, Fractions
Book: Van de Walle, J.A. (2018), Teaching Student-Centered Mathematics: Developmentally appropriate instruction for Grades PreK-2, (Vol 1) 3rd Edition; Pearson
Looking for standards visit:
https://www.mdek12.org/sites/default/files/documents/OAE/OEER/Early%20Childhood/Infants%20through%20Four-Year-Old%20Early%20Learning%20Standards%202018.05.16%20-%20APA.pdf.
Fractions can be taught at an early age using developmentally appropriate strategies.
Create a 5-day lesson plan for 1st-grade teaching fractions. (Short version plan)
How would you introduce fractions? How would you engage children in the process of learning? What manipulatives would you use?
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