EDU234 - Use this worksheet to organize the information for your theme based activity plan.

Step 1: Enter Basic Information About the Lesson Organizing Theme: I Spy Name of Lesson: I Spy Fractions Author: Kelsey Malenic Lesson Grade Level: 3 Time Required: 30-40 Minutes Step 2: Select the Subject Area(s) and Specify Learning Targets Subject Area(s): ELA - Reading ELA - Writing X Math Other Core Standard(s): 3.NF.A.3 Function of Lesson: X

Science Social Studies Other Other -

Introduce New Skill or Content Review

Remediation/Reteaching Practice

Activity Goals/Objectives: -Given a worksheet the student should be able to identify the relationship

between division and fractions with 80% accuracy.

What do you want your students to -Given a worksheet the student should be able to understand two fractions KNOW? as equivalent if they are the same size or the same point on a number line What do you want with 80% accuracy. your students to UNDERSTAND? -Given an iPad the student should be able to compare two fractions with the What do you want same denominator by reasoning about their size and be able to make it to your students to be level 2-3 of the game. able to DO? Step 3: Identify The Instructional Materials &Technology To Be Used With This Activity Plan -Smart Board for interactive presentation -Computer/Laptop for presentation -iPads for review/practice game -Worksheets for inclass review use -Index Cards In this lesson there will be an interactive power point presentation that will be on the smart board where I will call random students up to the board at various times through out the presentation. There will also be a worksheet for the students to have that have the basic properties and rules of fractions that they will be able to use as a review sheet to go back to and use as reference on inclass work and homework. The iPads will be distributed out ot the students after the presentation and in class work are at a level of understanding and eill be used to play fun interactive games that have to do with fractions. Students will need to make exit cards at end of lesson.

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Step 4: Instructional Strategies & Learning Activities - Specify the procedures that will be used to implement the activity plan. OPENING -Anticipatory Set Time: 15 minutes Goodmorning class! Today we will resume our learning further on fractions. Do you think that the fraction and 2/4 are the same? Yes! They are equal to the same amount (show students a visual example as to why these two fractions are equal). Go on further compairing other fractions to eachother and determine wether or not the majority of students are able to decifer what fractions equal the same and what ones dont by calling students up to the board. BODY Procedures What will you say and do? Time: 20 minutes 1. Have the children work on a worksheet that has to deal with knowledge of fractions that gets harder as they go on and use their scores on the worksheet to decide what students have no knowledge of them, some knowledge of them, and good knowledge of them. 2. Split students into groups based off of their level of knowledge from the fraction worksheet. - Give the different groups of students a picture that has many different items in the picture setting. - Tell the students that they need to identify and locate different fractions that occur through out the picture (pizza, windows, a glass filled with half water). - If a students sees a fraction they must say I spy of a sandwich or I spy 3/4th of a pizza - The group that comes up with the most accurate fractions together as a whole after 5 minutes wins! 3. Have the students go back to their seats and ask them if they have any questions so far about fractions. 4. Proceed further on the powerpoint presentation making sure that the students understand the relationship between division and fractions, two different fractions as equalivant, and comparing two fractions with the same denominator. CLOSURE Time: 5 minutes

After compleating the lesson the students will be asked to make an exit card. The exit card must include two things that they learned about fractions, an example of two fractions that are equal to eachother, and something that they are still unsure of. The cards will be collected from students upon exit and will be reviewed to see where the classes understanding of fractions is where it needs to be, and determine whether or not further instruction needs to take place.

Step 5: Research & Theory - Explain how child development and/or learning theory influenced your activity design.
. Child development and learning theory influenced my activity design because components of Deweys learning by experience are incorporated into this lesson by allowing the students to work on various different types of fraction practice activities. Also Vygotsky is also incorporated into this lesson plan because he believed that social interaction is criticial for cognative development, by placing the students into groups based off of their level of knowledge to work on an activity the students all feel comfertable with who they are working with because they are on the same level, and also they must interact with eachother by making the activity a little competrtive the students will be motivated to work hard to try and beat their peers.

Internal Consistency & Professional Quality: Are the objectives measureable and aligned to the standards? Are the procedures aligned with the objectives? Is there an apparent purpose for using the specific learning activities? Is the activity plan developmentally and logically sequenced?
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Are the steps clear, concise and explicit? Can someone else teach from this activity plan? Does the formatting of the activity plan conform to professional standards (computer printed, clearly outlined and formatted, succinct, yet complete)?

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