ED 345 Calvin University Teacher Intern Lesson Plan Template
Teacher Intern: Josh Moelker Date:
Grade Level: 4th/5th Flex Time / Conceptual Understanding / Dividing fractions
Approx. time spent planning this lesson: 40 minutes *The template will expand as text is
added.*
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions:
Dividing whole numbers by fractions.
Brief Context: Students are fourth and fifth graders at Evergreen Christian. The fourth graders are above grade level in
math and the fifth graders are at grade level. However, their teacher has determined that they would benefit from
additional instruction that builds conceptual understanding of operations with decimals and fractions.
Prerequisite Knowledge/Skills: Students will need to have a conceptual understanding of what a fraction is.
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learners will: I will assess learning by:
1. Create a model of different fraction values. 1. Students’ ability to create a model of different
fraction values using pattern blocks.
2. Represent real world problems involving division 2. Students’ ability to represent real world
of whole numbers by unit fractions problems involving division of whole numbers by
unit fractions.
3. Explain how they solved real world problems 3. Students’ ability to explain how the solved real
involving division of whole numbers by unit world problems involving division of whole
fractions numbers by unit fractions.
Standards Addressed in Lesson: (Include full standard.)
CCSS.MATH.CONTENT.5.NF.B.7.C
Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers
by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much
chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of
raisins?
Instructional Resources:
Fraction blocks, paper, pencils, whiteboard, marker.
Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.
This unit has been designed to help students develop their conceptual understanding of operations with fractions and
decimals because their teacher has determined a weakness in this area. Students are able to represent their answers
and thinking with any sort of manipulative or picture that works best for them.
DOMAIN 2: THE CLASSROOM ENVIRONMENT
BUILDING RESPECTFUL RELATIONSHIPS: (Note any specific ways in which you plan to establish rapport, build mutual
trust, monitor & maintain relationships. Consider student-teacher & student-student relationships.)
We spent part of the first day talking about how we are going to struggle during these flex time sessions and do a lot of
thinking about our thinking while will be hard. However, we learn best when we struggle. When a student is
experiencing cognitive overload, I ask them to walk and get a drink to clear the mind because I know from experience
that that is how to best deal with cognitive overload.
ORGANIZATIONAL ROUTINES: (Identify ways that you have intentionally organized time, space, materials, & students
to minimize disruptions and maximize learning.)
Students will have access to all the materials that they need (pattern blocks, pencil, and paper) at the table where we
start our lesson. If students think they would learn better at another table, they can move there with their supplies.
SPECIFYING & REINFORCING PRODUCTIVE BEHAVIOR: (Note how expectations are specified, productive behavior is
reinforced and disruptive behavior is redirected.)
When students are working hard and focused, I will walk up to them and tell them that I love to see their hard work,
effort, and focus on the task at hand. Any students who are not on-task will be asked if they are on-task or what they are
supposed to be doing.
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
Teacher Does Students Do
Thank students for their hard work and effort
yesterday. Tell them that their work will enable you
to better plan our together.
Development: [It may help to number your steps with corresponding times.]
Teacher Does Students Do
BEFORE
Show student the basket of pattern blocks. Ask if
they’ve seen them before or worked with them
before.
Tell students that two of the hexagons represents
one whole. Tell them that you want them to assign a
fraction value to each block. Give students some time assign a fraction value to each block and record them
to work. Hear students responses when finished and on their paper.
have them record them on their paper.
DURING
Show students the situation “I have three candy bars
and I want to give my friends one sixth of a bar. How
many friends can I share with.” Students solve the problem and model it with their
Have them solve the problem, model it with their pattern blocks.
pattern blocks, and be ready to explain their answer.
AFTER
Ask students to share the answers that they found. Students share their answers and models and explain
Ask students to share their models and explain their their thinking.
thinking to the group.
Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
Teacher Does Students Do
Thank students for their hard work. Let them know
that they will be seeing these blocks again in our next
lesson.
DOMAIN #4: PROFESSIONAL RESPONSIBILITIES
EVIDENCE OF PROFESSIONALISM: Being prepared for the lesson and dressing professionally
REFLECTION AFTER TEACHING THE LESSON: This lesson seemed to go well over all. With the session only being 30
minutes, I think that I had too much planned for the session. Students seemed to feel rushed in their work. For example,
one student represented one whole as a different block and that idea would have been cool to see him explain in more
detail to the class. I need to remember to use the prompt “Can I explain anything better?”
