Teacher Candidate: Kimberly Smith



Teacher Candidate: Kimberly Smith

|Course: EDUC 530 | |

|LESSON PREPARATION [before the lesson] |

|Topic: Multi-Step Word Problems using Fractions |Concept: Word Problems with Fractions |

|Subject: Mathematics |Grade: 4th / Individual Student |

|State Standard: |

|Model, read, write, compare, order, and represent fractions with denominators through |

|twelfths using region and set models (N-1-E) (A-1-E) |

|Use common equivalent reference points for percents (i.e., ¼, ½, ¾, and 1 whole) (N-2-E) |

|Solve problems involving simple deductive reasoning (D-3-E) |

|National Standard: |

|Develop understanding of fractions as parts of unit wholes, as parts of a collection, as locations on number lines, and as |

|divisions of whole numbers; |

|Build new mathematical knowledge through problem solving |

|Solve problems that arise in mathematics and in other contexts |

|Apply and adapt a variety of appropriate strategies to solve problem |

|Primary Objective: Objective is to solve multi-step math word problems involving fractions. |

|Classroom Diversity and Differentiated Instruction: High-functioning austistic |

|Materials/Equipment |

|M&M’s |

|Play Money |

|Paper |

|Crayons |

|Technology Integration: |

|A good tool for independent practice on fractions. |

|Character Principle: "And let us not be weary in well doing: for in due season we shall reap, if we faint not." (Galatians 6:9) |

|LESSON PRESENTATION [during the lesson] The following steps are designed to prepare students to be successful in the summative |

|evaluation at the end of the lesson. |

|Set |

|Pass out a baggy of 18 M&M’s to each student. |

|We will count out loud how many M&M’s are in the bag and we will make this the whole. |

|I will then tell a story that a friend is coming over and you need to share your M&M’s equally and from there each student will |

|split the 18 M&M’s equally (9 and 9) and tell them that this is ½ |

|Then I will tell them that now their other friend is now coming along too and we need to share our M&M’s with them as well! |

|(Teacher says: so now how many people including you are going to share the M&M’s? 3, good job!) |

|Let’s put all the M&M’s back together again and let’s separate them equally into three groups now (6, 6, and 6) and each group is |

|1/3 of the total amount we started with. |

|Then I will write the problem on the board that we just solved using the story told (Allison had 18 M&M’s. She had two friend’s |

|over and decided to share them equally. She gave two-thirds of them away. How many did she give away?) Once the students count how |

|many were given away they can enjoy their M&M’s and that will start out lesson. |

|Teacher Instruction: |

|Teacher: write sample word problem on the board and then ask the class if they know where to begin to solve the problem. All |

|responses encouraged and welcomed. Then tell them what we will review in class today, how we will begin to understand word problems|

|with fractions, and how we can work as a class to master the lesson! |

| |

|Teacher Modeling: |

|Once lesson concept has been explained and expectations have been discussed the teacher will begin answering the sample question |

|originally on the board. |

|Children’s Literature Selection: Apple Fractions by Jerry Pallotta |

|Guided Student Practice: Math problem solving process |

|Read the problem together “Joey had 24 dollars. He gave one-third of them away. How many did he give away? |

|Underline these words together: 24 dollars, one third |

|Look for unnecessary information that couple possibly be crossed out. |

|Circle any unknown words and look them up in the dictionary. |

|Ask students to create a question using the words underlined, this will help guide them to answer the problem. |

|Have them write the question on the top of their paper. (An example of a created question would be; what is one-third of |

|twenty-four dollars?) |

|Take this time to encourage students to think of possible answers. All responses are appreciated and encouraged. Have that student |

|explain why they came up with that response. |

|Students may solve the problem using several different strategies |

|Use objects (play dollar bills) |

|Act it out |

|Draw a picture |

|As a class begin to discuss how the problem was solved. (Can anyone retell how you solved the problem? How many groups did the |

|story talk about? How did you figure that out? |

|Brainstorm with students what terms or operations they will use to solve this problem. Reread the problem and find the words in the|

|sentence that refer to the operation needed. (terms: one-third, operation: fractions) |

|Have students write their answer to the problem and explain how they got their answer (step 1, step 2, etc.) |

|Independent Student Practice: Use the website provided above to practice fractions independently. |

|Closure: |

|Students will draw a picture to go along with the word problem and they we will review the picture, the process, and the outcome. |

|Will review the lesson just reviewed for understanding. |

|Questions to be asked. |

|Summative Assessment: |

|Test will be distributed to assess understanding of lesson and concepts. |

|LESSON REFLECTION [after the lesson]-If lesson is not actually taught, describe expectations. This is to demonstrate the results |

|of what you have learned on K-12 student learning. |

|The outcome was as expected and intended. Loudon met the objective of this lesson plan. |

|Loudon had great participation, motivation, and willingness throughout the entire lesson. He got 2 out of the 3 questions correct |

|on the pre-assessment. |

|An alternative approach to this lesson plan could be writing several word problems on the board and asking student’s to circle the |

|key concepts rather than just doing this once. Once completed as a class we can formulate new questions using only the key |

|components. |

|Count money, determine change, and solve simple word problems involving money |

|amounts |

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