Natalie M.

Salazar
1. TEKS
Number and Operations. The student applies
mathematical process standards to recognize and
represent fractional units and communicates how they are
used to name parts of a whole.

Instructional Planning Grid

2. Big Understanding
To assess prior learning, the teacher will discuss with the
class basic fractions. The teacher will talk about wholes,
halves and fourths in the real world related to foods such
as ice cream, pizza, and pies.

Objective
The student will learn how to partition objects into equal
parts using words.

3. Assessment Evidence
Through the use of the Fraction Sundae the students are creating, the teacher will be able to know whether or not the
students met the lesson objectives. While creating the fraction sundae, the teacher will use a roster to check off which
students have written the correct fractions for each flavor of ice cream they have used. The teacher will be able to assess
the independent work done to determine if re-teaching or further explanation is needed for the students to understand the
basic introduction of fractions.

4. Opening Hook
When the students walk into the classroom the teacher will have a pizza on the desk and ask the students questions
about their favorite toppings. Once a list of toppings has been complied, the teacher will put some on the pizza and the
teacher will ask questions about the pizza.

5. Instructional Strategies/Activities

The teacher will pass out zip lock bags with fraction words written on them one half, one fourth, three fourths and a
whole.
The teacher will also pass out reference materials indicating the different fractions.
The students will be asked questions about the toppings covering the pizza and asked to hold up which fraction
they think relates to a specific topping.
The teacher will then split the students up into groups of 4 so they can help each other but each student is to
complete their own sundae. (The teacher will show the students a fraction sundae she/he has created to give
them a sense of direction.
The teacher will pass out Sundae Kits to each group and inform the students they should read the page
Constructing Your Sundae. The teacher will also have a copy of Constructing Your Sundae displaying on the
overhead projector as an added resource to help the students. While the students are working the teacher will walk
around observing and redirecting those who may need help. If after 30 minutes the students seem to be
experiencing problems, then the teacher will get the classes attention and explain the directions a little more
clearly.
Once the students have completed their sundaes the students will write fractions for each flavor in their sundae on
their dish.
The teacher will check their work and display them on the door.

6. Materials/Resources
Sundae Kits for each group:

Four copies of directions for Completing the sundaes

Four copies of Ice Cream Flavor combination sheets (this is created by the teacher before class so the students
have a consistent code for each flavor. The flavors could be pink for strawberry, white for vanilla, brown for
chocolate, etc.)

Pre-made Dishes, four per group

Four Stencils of Ice Cream Scoops

Construction paper in Ice Cream Colors

Four pairs of scissors per group

Two bottles of glue per group

7. Grouping Patterns
The groups will consist of four students. To group the students the teacher will give out numbers one through four as the
student walk in so that when the activity begins they go to their respective numbers.

Natalie M. Salazar

Instructional Planning Grid

8. Ending, Summary/Reflection
In closing the teacher will ask the students questions about their sundaes to check for understanding and then the teacher
will read a book to the class that incorporates fractions.
Book Example: Pizza Pizzazz! by Carol A Losi, Illustrated by Jackie Snider OR Give Me Half! by Stuart J. Murphy