In this resource you will find 3 lesson plans that include step by step information, instructional materials, and worksheets. I worked on this for multiple weeks to submit to EDTPA and received a high score. Please let me know if you have any questions :)
To build on students’ understanding of fractions, students will be given numerous opportunities to practice concepts alongside procedures and mathematical reasoning so they can begin to make connections and build relationships throughout the lesson series. In my learning segment, the standards and learning objectives address conceptual understanding. The standard in my learning segment, Math Content Standard 3.NF.A.1 states that students, “Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.” This standard builds students’ conceptual understanding by providing opportunities for students to understand fraction concepts. In lesson 1, students “learn how to share equally and fairly.” The content objective requires students to apply their knowledge of real world concept of sharing fairly to partition cookies into fair and equal parts.
The next learning objective for lesson 2 requires students to, “Construct their own set of fraction kits and demonstrate the ability to partition a whole into ½, ¼, 1/8, 1/16 using the fraction kits.” Fraction strips build on students’ conceptual knowledge through visual understanding. Identifying equivalent fractions is fundamental to the conceptual understanding of students’ understanding of fraction.
In my learning segment, the standards and learning objectives address Procedural fluency. The content objective for lesson 3, “Students will be able to differentiate whole and the different parts using their fraction kits.” This builds students’ procedural fluency through use of manipulative that will allow students to explore manipulatives in representing equivalence and understanding fractions. Students develop procedural fluency through engaging in the process of problem solving in lesson 1, 2, and 3. In cover up, students develop and use connections between mathematical ideas discussed in class. The game cover-up develops procedural fluency because students will repeat the process and solidify concepts.