Learning Plan: ELEMENTARY & SECONDARY1

Student Ava Mott Co-operating Freya McKenzie

Teacher Teacher(s)
Date Thursday Start/End 10:15-11:05 and 12:15- Room 4D and 4B
March 21 Time 13:15

Title of lessonFractions of a set Grade level 4

Subject Math Topic Fractions
Relevance Students are currently learning about fractions. Before this lesson, students have learned
about identifying fractions, finding equivalent fractions, comparing, and ordering fractions.
This lesson will then introduce the next topic related to fractions: finding fractions of a set.
This lesson will introduce finding fractions of a set by using fruit as visuals. This visual
introduction is relevant to students because it will help them understand the concept of a
fraction of a set which will then be built upon in future lessons as they find fractions of a set
where the numerator is greater than one.
Materials/Reso • Fractions of a set slides:
urces Required https://docs.google.com/presentation/d/11W25EM_Ji7AX6rj8SSkrYN6Z1VaCCkSCg
qxE0Wjrajo/edit?usp=sharing
• 10 pieces of fruit to represent a set
• Sliced fruit for students to eat
• Fraction packet
QEP Subject Will Add IESS Math Competency
Area
Competencies
Learning Students will identify fractions within a set.
Objectives
Essential How might you find a fraction of set?
Question(s)

Introduction (hook): Student will know:

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Based on a simplified version of Understanding by Design (UBD) and the IB Middle Year Program Planner
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Lesson • The teacher will review the expectations outlined • Students will know that the
Timing in the previously agreed upon classroom numerator of a fraction shows how
contract. many parts we have out of the
whole.
• The teacher will ask students to share what they
• Students will know that the
know about fractions. The teacher will scaffold
denominator shows how many equal
students to identify important information if
parts there are in total.
necessary. For example, students will clarify
what the numerator and denominator of a
fraction represent.
• The teacher will maintain a public record of
students’ thinking on the board.

Development (Learning activities – step by step Students will understand:

sequential procedure)

• Students will understand that

fractions represent parts of a whole.
• Students will understand that you
find a fraction of a set by dividing
the whole into equal groups.

Students will do:

• The teacher will explicitly state that today we are • Students will communicate their
working on a new concept related to fractions. prior knowledge about fractions.
The teacher will emphasize that we will apply • Students will determine fractions of
the knowledge we have to figure out fractions of a set.
a set. • Students will communicate their
ideas about how to solve fractions of
• The teacher will work through the PowerPoint a set word problems.
with students. Students will share their answers • Students will reflect on their own
to guiding questions. For example, during a understanding of fractions.
question on finding a fraction of a set of cookies,
students will divide the cookies into four groups. Cross Curricular Competencies:

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 As the students share their answers, the teacher To solve problems:
will indicate this on the board by circling the
cookies into groups. Students will also consider Students will implement the key feature
how many cookies will be in each pile and then of “to test a solution”. They will choose a
solve the quantity of a quarter of the total number possible solution for how many fruits
of cookies. represent a part of a fraction. They will
• The teacher will not explicitly state that we are then evaluate its effectiveness. They will
using division, but rather emphasize and then determine and try another possible
highlight students’ thinking who recognize that solution if necessary. As students
division is used to determine a fraction of a independently work on applying their
whole. knowledge to other questions they will
• Subsequently, the teacher will present a set of adopt a flexible approach by redoing the
fruits. The teacher will ask students to share how preceding steps in the same or different
many fruits there are. Then students will consider order in order to solve the problem.
how many fruits they would eat if they ate 1/5 of
the fruits. As a challenge, students will also Broad Areas of Learning:
determine the quantity of 3/5 of the fruits. Citizenship and community life:
• The teacher will share clear expectations
regarding the fruit. The teacher will emphasize Students will participate in the class
that the fruits are for visual demonstration and instruction and activities with a spirit of
should not be eaten. When students are cooperation and solidarity. For example,
completing their independent work time the they will share their ideas regarding the
teacher will pass around sliced fruit. Students questions answered as a class. They will
who are on task will be able to choose a piece to also demonstrate respect towards other
eat. students’ ideas and questions. They will

• The class will work together to solve 3 word also adopt rules established by the
problems. If students feel comfortable, they can classroom.
come up to the board and show their work to the
class. Universal Design for Learning/
Differentiation:

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 • Students will have 25 minutes to practice finding
a fraction of a set in their fraction packet. The Students will be asked to share what
teacher will emphasize that the packet contains they remember regarding fractions
questions of various difficulty and students can during the hook of the lesson. This will
determine where they need to focus their own stimulate interest in fractions of a set
learning. For example, a student who requires a because students’ will be sharing their
challenge can start working on identifying own ideas and experiences.
fractions of a set where the numerator is greater
than one by working on a code-breaking activity. Information will be presented in
different ways because explanations will
be written on the board and repeated
verbally. Additionally tangible and visual
fruits will be utilized. Thus, visual
spatial and verbal linguistic learning
styles will be honored throughout the
lesson. Students will also be able to use
counters or the fruit as manipulatives to
create groups which supports kinesthetic
learners.

The information in the slides will be

presented in both English and Swedish
which will support learners who feel
more comfortable in either Swedish and
English.

Students can determine how they want

to show their understanding of fractions
of a set by choosing the difficulty of
their questions in the booklet. Students
can also choose whether to answer
English or Swedish questions.

Closure (transition): FORMATIVE - Assessment FOR

learning:
• Students will stop working. The teacher will gather information
• They will place their heads down on their desk so regarding students’ progress from the
they can’t see their peers’ responses. knowledge they show as the class works
together on the questions presented in
• They will rate their understanding of finding a
the slideshow.
fraction of a set on their hands by holding up one
to five fingers.
The teacher will walk around as students
• One finger raised means students are completely
are working and ask them questions

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 confused and five fingers raised indicates that they are about their understanding. If necessary,
comfortable teaching the topic to another person. - the teacher can also collect students’
Students will also have one more opportunity to ask any booklets to determine their understanding
questions they have. The teacher will answer these and where they may need more support.
questions in the next class period if there is insufficient The teacher will record their notes about
time to answer them during this lesson. students’ progress to determine what they
understand and what needs more
clarification.

FORMATIVE - Assessment AS
learning:

Students will reflect on their own

understanding of finding a fraction of a
set by rating their understanding on their
hands by holding up one to five fingers.
One finger raised means students are
completely confused and five fingers
raised indicates that they are comfortable
teaching the topic to another person.

SUMMATIVE - Assessment OF
learning:
Work from this lesson will not be used as
evidence for summative assessment.

Equity, Diversity & Inclusion (EDI) Considerations:

Throughout this lesson, students’ ideas and experiences related to finding fractions will be accounted for and
respected. Therefore, students will perceive themselves reflected as an individual who can do math. In this
lesson, I will work to ensure that each student knows that they can succeed in math regardless of their
ethnicity, race, culture, family background, and learning challenges. Furthermore, students will have the time
to ask questions throughout the lesson. When students ask questions, it will be reinforced that it is okay to not
not know something, everyone has questions, and that we can learn by solving those questions together
individually and as a class. Furthermore, the examples presented in the sets are fruits which will be an item
students can relate to because they are exposed to the different fruits at school.

Further considerations:
Following this lesson, students will further develop their ability to find fractions of a set by finding a fraction
of a set where the numerator they are considering is greater than one. To help students develop their
understanding of this topic they will be shown visual representations of sets using images of objects. Students
will be guided to consider that finding a fraction requires both division and multiplication. Subsequently,
students will apply the numerical method to their work.

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Reflection:

Professional Competencies:
Competency 2 Master the language of instruction:
In this lesson, I will work to master the language of instruction by communicating appropriately in the
language of instruction both orally and in writing. One way I will do this is by including both Swedish and
English translations for questions on the board. Furthermore, I will provide resources in both Swedish and
English and students can determine which version they would prefer to use. I will demonstrate an ability to
present ideas of how to find a fraction of a set coherently, intelligibly, and at an appropriate level in both my
writing and speaking. Throughout the lesson, I will also check the quality of students’ language and provide
frequent feedback to help them correct themselves. For example, I will provide feedback if students say the
denominator before the numerator when reading a fraction.

Competency 3 Manage how the class operates:

One way I will manage the class to maximize student development, learning, and socialization is by referring
to and upholding our class contract during the hook of the lesson. This will help review the classroom
behavior expectations and clearly state the process for discipline. Throughout the lesson I will also help
students to recognize and manage their emotions and identify signs of low motivation and implement
measures needed to resolve the situation.