FSW School of Education Lesson Plan Template

Teacher Candidate: Enedina Bautista Date:

Content Area(s): Math Grade Level: 4th Allocated Time: 30-40 mins

Topic: Comparing Factors Lesson Model: Direct Instruction/Data Driven

Standards:
(Reference number(s) and MAFS.4.NF.1.2: Compare two fractions with different numerators and different
complete standard(s)) denominators, e.g., by creating common denominators or numerators or by comparing to
a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the
two fractions refer to the same whole. Record the results of comparisons with symbols >,
=, or <, and justify the conclusions, e.g., by using a visual fraction model.

FOCUS SKILL:
Compare two fractions with different numerators and different denominators by
creating common denominators. Equivalent Fractions

Instructional During the ‘we do’ section, students will be able to create equivalent fractions with
Objectives/Learner
Outcomes:
common denominators using the butterfly method to accurately compare the fractions
€ condition using the <,>,= symbols with 100% accuracy.
€ action
€ measurable criteria In completing the lesson, students will be able to use equivalent fractions to compare
for success two fractions with different denominators with 100% accuracy.

Student Friendly Objective: I can use equivalent fractions to compare fractions.

Guiding
Questions ● “What is a fraction?”
Critical Thinking:
● “What is an equivalent fraction?”
● “What method will we use to create equivalent factors?”
● “How can we compare fractions?”
● “Can you explain how you found these fractions?”
● “How do you know it’s accurate?”
● “Can you tell me what the error is?”
● “Why did you use this symbol”?

Depth of
Knowledge DOK LEVEL 1: Students will be able to identify which fraction is
Activities
greater and/or lesser.

DOK LEVEL 2: Students will describe their steps to finding

equivalent fractions.

DOK LEVEL 3: Students will be able to give an example of a fraction

that is greater than 3/12 and explain their reasoning.

DOK LEVEL 4: Students will generate fractions and equivalent

fractions to determine which one is greater, lesser, or equal.
 Formative 1. Pre-Test (day before): Students will receive a pretest on the
Assessment: same types of items that will be taught during instruction. This
will be a SHOW WHAT YOU KNOW assessment that the
teacher will then evaluate to drive instruction.
2. Peer check: Students will have to view their peer’s work and
look for errors in their factors/factor pairs. They will place
either a checkmark or X and the teacher will quickly check
desks for the symbol. Because students randomly selected desks the
student who incorrectly solved a problem will not be identified, only the problem
will be reviewed.
3. Peer review: Students who placed an X will be asked to
provide reasons/evidence on how they know the problem is
incorrect. Student graders will use reasoning to support their claim and
students learn from their mistakes.
4. Teacher observation: The teacher walks around the room to
observe student work, stops to assist those who need extra
support.

Summative 1. Summative assessment will be a Post-Test that is a replica of

the same item questions given in the Pre-Test. The teacher will
compare data collected from both tests to determine if students
mastered the skill or if reiteration is needed.
Teacher
1. Smartboard
2. Whiteboard app
Materials: 3. Document camera
4. Math instruction -EnVision Florida Mathematics
5. Notebook
6. Pencil

1. Math Instruction -EnVision Florida Mathematics

2. Notebook
3. Desk
4. Expo Marker
5. Pencil
Student

Lesson Preparation:

1. Access to a smartboard with a whiteboard

2. All students have a math notebook
3. All students have an expo marker to participate
4. Pre-Teach key vocabulary
5. Prerequisite: Multiplication and concept of Greater than, less than, and equal to
(in comparing numbers).

Key Vocabulary: Fraction, Equivalent Fractions, Equivalent, Butterfly Method, Greater Than, Less Than,
Equal To, Compare.
Literacy Strategies to Vocabulary ● Math word wall displayed in the classroom
Support Instruction ● Pre-Teach Key Vocabulary
● Explicitly teach math words and give students multiple
exposures to math words.
● Emphasis the use of math terms during students’ discussions.
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 Comprehension ● The teacher will utilize the Kagan Strategy, Think-Pair-Share
frequently.
● The teacher will ask guiding questions during the lesson.
● Use Schema: Repeated addition for multiplication.

Instructional Procedures: (Amount of Students will remain in their assigned seats (grouped by pairs) and will
Time for Each) be instructed to take out their math books, pencil, and expo marker.
Introduction
Step-By-Step Procedures Introduction (5minutes):
€ Include grouping Display lesson paper on the document camera.
€ Include transition 1. “Today, we are working on lesson 8, Comparing fractions.”
statements “I will read the I can statement, then you will repeat the I can
statement.”
Closure “Thumbs up if you are ready.”
2. Once all thumbs are up, the teacher will read the I can
statement.
“I can compare equivalent fractions to compare fractions.”
Students will repeat.
3. Incorporating math key vocabulary through guided questions:
“What is a fraction?”
“What is an equivalent fraction?”
“What method will we use to create equivalent factors?”
4. A deeper explanation of the I can statement:
“What are equivalent fractions?”
“Turn to your partner to explain what equivalent fractions are.”
The teacher will ask students to express their understanding.

‘I DO’ Instruction (10 minutes):

Display lesson paper on the document camera and transition to the
whiteboard in the smartboard apps.

The teacher will model solving the problem by thinking aloud so

students can watch and hear the process.

1. “Today, we will compare fractions and determine if one fraction

is greater than, less than, or equal to the second fraction.”
2. “Follow along with this math problem as I model how to find
equivalent fractions using the butterfly method.”
3. Teacher Statement: “I have ⅚ and 5/12; these fractions are not
the same, and they don’t have the same denominator.” “To
compare them, I have to have the same denominator.”
4. “First, I have to find equivalent fractions for ⅚ and 5/12 using
the butterfly method.”
5. “Once I use the butterfly method, my equivalent fractions are:
5/6 is equivalent to 60/72, and 5/12 is equivalent to 60/72.
6. “60/72 is equal to 60/72, then that means ⅚ is equal to 5/12.”
7. “I just solved my equation by finding equivalent fractions.”

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 ‘WE DO’ -Guided Practice (10 minutes):
An expo marker will be needed for each student.
1. “Now, I want to guide you today in comparing fractions by
going step by step until you can handle one on your own.
2. “I want you to use your expo marker and write the fractions ⅞
and 3/4.”
3. “We will use the butterfly method to create equivalent fractions
and then compare my fractions.”
4. The teacher will model on the board the butterfly method as
students are writing it on their desks.
5. Throughout ‘we do,’ the teacher is annotating the screen and
observing the student’s work. (working together)
6. Once the teacher and students have worked out the equation
together (determined <,>,=) it is time to switch it up, with a new
partner.

The teacher will circle the tables and help students who appear to
be struggling.

7. Next, the teacher will give the students two fractions to

compare, working with a partner.
8. “Using the butterfly method, you and your partner will be
comparing two fractions to determine if it’s greater than, less
than, or equal to.”

Class Discussion: Students will express what they got with their
partner, as the teacher annotates on the board to reflect student work.

9. “Now, I want you to create your own two fractions.” You will
stand up and move to a different desk. “At that desk, you will
find equivalent fractions and then compare to determine if the
fraction is greater than, less than, or equal to.”

The teacher will circle the tables and observe students’ work to
determine if they understand the task and method.

10. “Now, once you are done you will return to your seat and grade
your peers’ work.” “You will either place a checkmark or x.”
11. The teacher will observe these marks to reiterate the lesson and
clear up some misconceptions.
YOU DO- Independent practice (5 minutes):
1. “Now, I want you to show me what you learned today.”
2. “You will be solving the same equations from your pretest.”
3. The teacher will grade the post-test and compare the results to
the pretest to determine if the lesson was effective.
Closing statement
4. “What was our target today?”
5. “I will read the I can statement, then you will read the I can
statement.”
6. The teacher reads the statement.
7. “Give me a thumbs up if you feel confident, if you mastered the

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 target, give me a sideways thumb if you feel comfortable, but
need more help, or give me a thumbs down if you feel confused
and didn’t understand.”

Accommodations: Vocabulary ● The teacher can pre-teach the math key vocabulary terms prior
ELL 1 or 2 Support to the lesson.
● Students can write the definitions of the terms in their math
notebooks.
● Students can access the math book glossary for additional
support.
● Students will have access to a dictionary.
Instructional ● The teacher will model a few math problems, slow
ELL 3 or 4 Support pronunciation, and repeat the step-by-step process.
● The student will work with peers.

Assessment ● Students will receive extended time.

Modifications ● Students’ assessment questions will be reduced.
● Students will have the directions repeated.
● Students may use their math notebook for support/examples
Vocabulary ● The teacher will pre-teach the math key vocabulary terms the
Support day before the lesson.
● Students can use their ‘native language to English language’
dictionary.
● Students will have access to the math book glossary.
Instructional ● The teacher will model a few math problems, slow
Support pronunciation, and repeat the step-by-step process.
● The student will work with peers.
● If acceptable, students can receive assistance from the
classroom paraprofessional.
Assessment ● Avoid test questions asking for discrete information.
Modifications ● Give students extra time to complete tests
● For multiple-choice items, eliminate one or two of the possible
answers; avoid "a, b, and c" or “none of the above”
● Students will have the directions repeated.
● Students may use their math notebooks for support/examples.

ESE Accommodations:
€ Accommodations
€ Modifications 1. Based on students IEP.
2. Alternate Responses. When assessing your ESE students, be sure that you're
clear on exactly what it is that you want them to demonstrate.
3. Extended time on independent work and assessments.
4. Teacher Modeling of math skills and expectations.
5. Simplified written and verbal instructions.
6. Frequent breaks
7. Sit closer to the teacher.
8. Test in a small group setting.

Modifications:

1. Based on students IEP.

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 2.Reworded questions in simpler language.
3.Create an alternative assessment.
4.Get class notes from another student.
Extensions or Alternate ● I’m done-what can I do activity box. (Teachers can create math activities and
Activities: have it located in a section for students to access)
● Students can access the link in their google classroom to test themselves on
similar questions on the math skill.
https://www.splashlearn.com/s/math-games/compare-unit-fractions-using-
visual-models

Links to Home: ● Students can access this link at home with a guardian.
https://www.youtube.com/watch?v=Ozm6V9B3dI8
● With this link, students can show their guardians what their lesson was on, what
they learned, and practice the math skill.
Post-Lesson Reflection:
€ What went well?
€ What would you do
differently if you
taught the lesson
again?
€ What was your
impact on students’
learning of the
concept?
€ What evidence do
you have to support
student learning?
€ What feedback did
you receive?

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