Math Lesson Plan
Section 1: Lesson Preparation
| Teacher Candidate Name: | |
| Grade Level: | 4th Grade |
| Date: | 19/1/2021 |
| Unit/Subject: | Math |
| Instructional Plan Title: | Ordering Fractions
|
| Lesson Summary and Focus: | This lesson’s central focus is using concrete models, number lines, and benchmark fractions to compare and order fractions based on their like and unlike denominators. Students will learn how to analyze denominators and order fractions in order from largest to smallest or vice versa. |
| National/State Learning Standards: | MATH 4.2.
The student will a) Compare and order fractions and mixed numbers, with and without models. b) Represent equivalent fractions. |
| Specific Learning Target(s)/Objectives: | The students will;
a. Identify like and unlike denominators in fractions and mixed numbers b. Arrange fractions from smallest to largest/largest to smallest
|
| Academic Language | · Proper fraction
· Improper fraction · Mixed number · Numerator · Denominator |
| Resources, Materials, Equipment, and Technology: | Interactive whiteboard, index cards with fractions written on them, computer, overhead projector
|
Section 2: Instructional Planning
| Anticipatory Set
· I will ask students to name types of fractions · I will ask students to try to identify which fractions are bigger than others in a list given in class · I will record their answers on the whiteboard about the order they think is appropriate for the fractions
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Time Needed |
| Multiple Means of Representation
· I will use index cards to help students stay active in the process of listing the fractions. · Listing the fractions using index cards will keep students will attention issues active in the process
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Time Needed |
| Multiple Means of Engagement
· Students will arrange the index cards in order from largest to smallest or smallest to largest fractions in groups of four
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Time Needed |
| Multiple Means of Expression
· I will ask the students to explain, through oral presentation, the factors to look for when ordering fractions · I will give students a short class quiz where they individually order fractions
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Time Needed |
Summary
Above is a lesson plan designed to help students to learn how to effectively order proper, improper, and mixed fractions. The lesson’s main objective is to help students identify like and unlike denominators in fractions and mixed numbers. They can also arrange fractions in order depending on their size. To effectively achieve these goals, there are certain factors that I have taken into consideration in the lesson planning process. First, I have considered the diversity of students in the class, the nature of the lessons, and the ultimate goals I am trying to achieve.
One of the main considerations I have made is using multiple means of representation. The main assumption that has been made in this case is that there is a student with attention deficit problems. Children with attention deficits tend to lose focus on classroom activities very quickly. They easily get distracted and end up not achieving the intended objectives of the class (Salend & Rohena, 2003). Math, in particular, can be a boring lesson for a lot of students. Therefore, it is important to find ways to keep the students active and interested in the activities of the lesson. One of the ways that one can enhance the attention span of such students is by making the class more active. Instead of the lesson including just a theoretical explanation of the concepts, I used index cards to make the students active. These cards have different fractions written on them. The students will work together in groups to order them by size. By engaging in this activity, the student with attention issues will stay active for longer. This ensures that all students achieve the intended objectives of the lesson. I have also decided to engage the students in a class discussion. The students will be expected to raise their hands to answer questions about fractions. This approach also aims to keep the students active. In this process, I will ensure that all students participate by picking them randomly to answer some questions. In doing this, I will be helping the students to stay active in class and participate in the achievement of the intended lesson objectives.
References
Salend, S. J., & Rohena, E. (2003). Students with attention deficit disorders: An overview. Intervention in school and clinic, 38(5), 259-266.
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Question 
Field Experience C:
Create a Math lesson for your4th grade student on the following points:
- The selected learning goal
Math Lesson Plan
- The selected state standard
- Objective aligned with the standard
- Brief description of the Multiple Means of Representation (Instruction)
- Brief description of the Multiple Means of Engagement (Student Practice)
- Multiple Means of Expression (Formative Assessment)
- Document the specifics of the assessment.
In 250-500 words, reflect on your experiences of planning, goal-setting, and assessing student performance. Explain why providing focused attention to the student, involving him or her in setting goals, and giving the student specific feedback on his or her performance increase the student’s engagement and result in improved academic achievement.
Lesson Plan Template
Section 1: Lesson Preparation
| Teacher Candidate Name: | |
| Grade Level: | 4th Grade |
| Date: | |
| Unit/Subject: | Math |
| Instructional Plan Title: |
|
| Lesson Summary and Focus: | In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
|
| National/State Learning Standards: | MATH 4.2.
The student will a) Compare and order fractions and mixed numbers, with and without models. b) Represent equivalent fractions. |
| Specific Learning Target(s)/Objectives: |
|
| Academic Language | In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson. |
| Resources, Materials, Equipment, and Technology: | List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
|
Section 2: Instructional Planning
| Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.
For example: · I will use a visual of the planet Earth and ask students to describe what Earth looks like. · I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.
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Time Needed |
| Multiple Means of Representation
Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc. In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.
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Time Needed |
| Multiple Means of Engagement
In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.
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Time Needed |
| Multiple Means of Expression
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Time Needed |