Lesson Plan One
Beginning 2 minutes
This lesson is broken into two activities; fractions pre-test and addition and subtraction post-test.
Students will come prepared with their writing pencil and clipboard as the students will complete their
test on the floor in the gallery (hallway).
I will introduce the test to the students by letting the students know that this is a test and to do this
individually.
I also will inform the students that we will complete the test as a group and I will read each question out
loud.
Differentiation Support: Repeat the question again and ask the question in a different way.
Differentiation Enrichment: Allow students to go off on their own at their own pace to answer the
questions on the test.
Middle 16 minutes
The students will complete the school’s fractions pre-test and then move onto complete my homemade
test. Appendix 1.
This pre-test will help identify what the students already know about fractions and what they are unsure
about. This is a good indication of what is needed to be taught in the upcoming lessons.
I will start to read each question to the students.
Conclusion 2 minutes
Early Finishers: Look over their answers and make sure they have answered all the questions.
Students will finish off their test and the teacher will collect all the tests.
Students put their pencil away and move onto the next rotation which is addition and subtraction post-
test.
Lesson Plan Two
Beginning 5 minutes
This lesson is broken into two activities; fractions equal and unequal parts and money pre-test.
Students will come prepared with their pencil case and will sit on the floor.
Ask the students to show thumbs up if they have eaten a birthday cake.
Tell the students to imagine a small birthday cake, and draw a circle on the board.
Teacher will say: “My friend and I are going to split this birthday cake.” The teacher draws a line
diagonally across the cake, but not equal.
Teacher says, “My friend thinks this is a fair way to share the cake.” Ask the students whether they think
the cake is divided equally. Have the students explain their thinking, and talk about how they notice that
one piece is bigger than the other.
Erase the line you drew and have a student volunteer come to the board and divide the cake fairly.
Explain that the student divided the cake in half. Write "1 half" on each equal part of the circle. Use the
word "half" rather than the fraction symbol.
Differentiation Support: Create a smaller group with students who may need extra help and work with the
teacher and Low Group will complete a colouring activity worksheet. Colour equal part pictures in red
and colour unequal part pictures in blue.
Differentiation Enrichment: High Group will complete a cut and paste activity of sorting out different
pictures into equal and unequal parts.
Middle 10 minutes
Show students the images from the Equal/Unequal Parts worksheet examples.
Have students give you a thumbs-up if the parts are equal and a thumbs-down if the parts are not equal.
Go over the worksheet with the students and then send them off individually to complete. Appendix 1 and
2.
Hand out the worksheet to the students.
Conclusion 5 minutes
Early Finishers: Students will do an equal and unequal part activity by sorting out pictures into the
correct group.
Students will finish off their work.
We will come together as a group and do a quick recap of equal and unequal parts.
Lesson Plan Three
Beginning 5 minutes
This lesson is broken into four activities; fractions halves and fourths, money, iPad essential assessment
and place value.
Students will come prepared with their pencil cases and sit on the floor.
I will begin by asking students “what is a half?”
I will draw a circle on the board and ask the students how I will make this half.
I will then ask the students what does “fourths mean.”
I will draw another circle on the board and ask the students how I will cut this in fourths.
I will show the students the teacher’s example, appendix 1.
Differentiation Support: Create a smaller group with students who may need extra help and work with the
teacher.
Differentiation Enrichment: High Group students can write the fraction with in each part, for example 1/4
in each quarter or 1/2 in each half.
Middle 10 minutes
I will read the sentence to the students, ‘I divided my pizza into ___ and shared it with _____.’ Another
sentence is ‘I divided my cookie into ____ and shared it with _____.’ Here the students are able to cut a
circle in halves or fourths and create a pizza or a cookie.
I will explain to the students that they need a background colour paper, a sentence paper, and a circle.
The students will grab what they need and begin their work.
The teacher will walk around and make sure the students know what they are doing and are on task
Conclusion 5 minutes
Early Finishers: Students will grab their whiteboards and draw different shapes and partition their shapes
into halves and fourths.
Students will finish off their work.
We will come together as a group and do a quick recap of our sentences and what halves and fourths
mean.
Lesson Plan Four
Beginning 5 minutes
I will introduce briefly what a numerator is and a denominator is with examples. I will use suitable
terminology for the students.
o Numerator: How many parts are shaded in?
o Denominator: How many parts are there all together?
I will show a couple of examples on the whiteboard with the help of the students.
o Draw a picture of a square cut into 4, I will shade 3 parts. I will ask the students “How many parts
are shaded?” I’ll make this the top number. I will ask “How many parts are there all together?” I
will make this the bottom number.
Differentiation Support: Create a smaller group with students who may need extra help and work with the
teacher.
Differentiation Enrichment: After they have finished the worksheet, High Group students can draw their
own examples on their mini whiteboards and swap it with a friend to complete.
Middle 15 minutes
I will introduce the worksheet, Appendix 1, for the students and show that there is a guide at the top of
the page to help the students complete the worksheet.
I will hand out the worksheet to the students, they will take it back to their tables and begin.
I will walk around the room and make sure all the students are on task.
Conclusion 5 minutes
Early Finishers: Students can colour in the worksheet. Students will have a choice of different fraction
games, for example; bingo, dominos, equal and unequal parts, or fraction puzzle.
I will ring the bell and the students will pack up their learning space and put their belongings away.
We will come together as a group on the floor and do a recap on fractions again on the whiteboard.
Lesson Plan Five
Beginning 5 minutes
Students will come prepared with a grey led pencil.
Students will sit individually on the floor with their clipboards or at tables ready to take part in the post
test.
I will inform the students that we will complete the test as a group and I will read each question out loud.
Differentiation Support: Repeat the question again and ask the question in a different way.
Differentiation Enrichment: Allow students to go off on their own at their own pace to answer the
questions on the test.
Middle 20 minutes
The students will complete my homemade test. Appendix 1.
This post-test will help me identify what the students have improved on after learning the content and
what they still need to work on.
I will start to read each question to the students.
Conclusion 5 minutes
Early Finishers: Look over their answers and make sure they have answered all the questions.
Students will finish off their test and the teacher will collect all the tests.
Students put their pencil away.
