Claflin University School of Education

EDUC 450: Professional Clinical Practice

Reflective Lesson Plan Model

Name: Quincy Agnew Date: _______________________

PART I: PLANNING
Split em up! Fractions Fractions Fractions

Title of Lesson
Original Lesson

Source
Mathematics
Subject Area (s)
3rd
Grade Level
3.NSF.1 Develop an understanding of fractions (i.e.,
denominators 2, 3, 4, 6, 8, 10) as numbers. a. A fraction 1
(Curriculum Standards) 𝑏 (called a unit fraction) is the quantity formed by one
part when a whole is partitioned into 𝑏 equal parts;
Students will begin the lesson by watching a flocabulary video on fractions. i will then
Description and Background go through teaching the parts of a fraction and how we can determine what unit
Information fraction correlates. The students will then engage in a four corner debate where they
will be able to decide on what fraction correlates to a given representation and then
have the opportunity to consult with group and explain their corner choice. After that
students will complete a worksheet on unit fractions, turning it in to be checked for
correctness but not graded. Students will then complete a kahoot quiz to have the
learning assessed during the day.

The student will be able to identify and recognize unit fractions with 80% accuracy
Lesson Objectives

How will I vary these objectives for students who do not understand the material?
The students will be able to identify unit fractions with 60% accuracy

Varying Objectives for
Individuals Needs
How will I vary these objectives for students who have already mastered the concept?
The student will be able to identify and recognize unit fractions with 100% accuracy
How will I vary these objectives for students who are presently learning English?
The student will be able to identify the parts of a fraction with 100% accuracy

This content helps develop number sense and allows for students to gain insight into
fractions as they move past unit fractions.
Statement of Purpose

ClearTouch Board, Paper, Pencils, Flocabulary, Worksheet, Kahoot.

Materials and Resources

Anticipatory Set Students will watch Flocabulary rhyming video that details parts of a fraction
 Part II: IMPLEMENTATION

Students will answer question in math journals. “List 3 things you know about fractions”
Pre-assessment

I will draw and label the parts of a fraction and then complete a think aloud on how to
Teacher Modeling or determine what unit fraction is shown.
Demonstration
Students will participate in a four corners debate where students move to a corner that
Guided Practice relates to how strongly they feel about a unit fraction matching a given representation. The
students then discuss and present answer and reasoning.

I will ask students to name the parts of a fraction?

Checking for Understanding I will ask what is a fraction?
I will ask

Students will complete attached worksheet

Independent Practice
I will related some unit fractions to money (½ , ¼)
Closure

Assessment Kahoot on unit fractions

(attach to lesson plan)
Students can practice “splitting household item into equal parts .
Extension Activities

Students will be able to first watch a flocabulary video online. Also the students will complete a
Technology kahoot game for the learning assessment
How will you connect this lesson with other content areas across the curriculum?

The Arts: Some students may have the opportunity to draw and split up shapes into the proper unit
fraction

Connection Across the

Curriculum Health:N/A

Physical Education: Students will have opportunity to walk around the classroom during four corner
debate

PART III: REFLECTION ( Complete JOURNAL RESPONSE after individual lesson

presentation responding to three items below.) ** Submit next class after presentation.

Describe the strengths of your instructional techniques, strategies and classroom management.
Describe the strengths of student engagement.
My students seemed really engaged during the four corner debate and were able to help
Strengths explain the concept to each other
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement. I felt as though some students were just following
other students in the debate and really did not know or understand why they were in that particular
Weaknesses corner

What would you change when teaching this lesson again?

Suggestions for I would do a blind voting activity where students choose their answers without seeing what other
Improvement students choose.
 Revised 6-2013

THE CLAFLIN IMPERATIVE

PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A
MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY