Grade Level Content Standard: Number Sense
2.1 Solve problems involving addition, subtraction, multiplication, and division of positive fractions and explain why a particular operation was used for a given situation. Standard Based Objective:

When given division problems with fractions, students will use the rules for dividing fractions to solve problems with 80% accuracy as measure by student work samples by the end of the week. Materials

Paper
Pencils
White Board
Yellow and Pink Post it’s (teacher use)
Dry Erase Markers
Elmo Projector
Classwork pg. 134 (12-20)

Opening
Attention
“Okay you guys, lets begin.”
Review
Teacher writes 1) 4/7 x 8/7= 2) 1/3 x 4/5 = on the white board. “So for the last couple of days we have been learning how to multiply fractions. Before we move on I want to review them.” Teacher passes out paper. I want you to try problems #1 and #2 on your own; I will give you five minutes. Teacher allows students to work. Ok who can tell me what’s the first step we have to do to this problems. Yes we make sure the fractions are lined up horizontally. And then? Then we multiply across. Good. So what do we multiply first? Yes, we take the numerators and multiply which is 4 x 8= 32, what do we do next? Good we multiply the denominators, 7 x 7= 49. Ok, so is my answer 32/49. Teacher follows the same procedure for problem #2. Goals

“Today we are going to make our fractions do tricks like flip in reverse, move from the top to the bottom and to the bottom to the top because we are going to learn how to divide fractions. Body
Model (I do it)
“Ok, So now I’m going to model how to divide these fractions. I want everyone to pay close attention. That means all eyes and ears are on me.” Using the elmo projector teacher places post its with 5/8 ÷ 4/5= horizontally (use pink post its for numerators and yellow post its for denominators. Teacher begins to think aloud. “I look at these fractions and I want to divide them,...

...Lesson 5: Live vs. Hatched
Big Ideas of the Lesson
Some animals are born alive.
Some animals hatch from eggs.
Mothers take care of their babies when they are little.
Many baby animals cannot take care of themselves.
Abstract
This lesson focuses on identifying how animals are born. Children read a book and watch videos about life cycles and animal mothers. They make a chart of animals that hatch from eggs and animals that are born alive.
Grade Level Context Expectation(s)
Children will:
generate questions based on observations of various animal life cycles (S.IP.01.12).
communicate and present findings of observations of parent/young characteristics (S.IA.01.13).
classify young animals based on characteristics that are passed on from parents (e.g., dogs/puppies, cats/kittens, cows/calves, chickens/chicks) (L.HE.01.12).
describe the life cycle of animals including the following stages: egg, young, adult; egg, larva, pupa, adult (L.OL.01.21).
Key Concept(s)
adult
egg
growth
life cycle
young/offspring
Instructional Resources
Equipment/Manipulative
Chart paper (1 sheet)
Crayons
Marker
Optional live animal cultures (see Advance Preparation Below)
Pencils
Student Resource
Heller, Ruth. Animals Born Alive and Well. New York: PaperStar, 1982.
---. Chickens Aren’t the Only Ones. New York: PaperStar, 1981.
Kalman, Bobbie. Animals Grow and Change. New York: Crabtree Publishing, 2008....

...Simple Fractions (Grade 1)
I. Objectives: At the end of the lesson, the students should be able to:
1. Identify simple fractions.
2. Shade the given figure based from the given fractions.
3. Appreciate the beauty of one’s work and demonstrate neatness in one’s work.
I. Subject Matter:
Topic: Simple Fractions
Reference: Comprehensive Curriculum of Basic Skills Grade 1
Author: Dawn Downs Purney
Pages: Page 429 - 435
Materials: Sky Flakes, Poster, Work sheets, Paper, Computer/LCD for powerpoint presentation (if available.)
Skills: Identify fractions (cognitive), Coloring (psychomotor), Appreciate the beauty of one’s work (affective)
Concepts: Fractions
II. Procedure:
A. Preparatory Activity/Review:
Teacher’s Activities Pupils’ Activities
What can you observe from the poster? (Answers will vary)
1 Lesson Proper
2 Motivation
Teacher: Class, what is this? A cracker.
This is a whole cracker.
Do you also eat cracker? Yes/No, Madam.
I know you are hungry, so we’ll take a bite.
Do you know that I can share this...

...Lesson 3
Topic: Fractions
Subtopic: Addition and Subtraction of Fractions
Materials
• A set of paper strips with words written on it
• Fish bowl
Objectives
• To guess the word written on the paper strip
• To practice patience and understanding to those who can not get the answer correctly
Control of Error
• Teacher
Presentation
• The teacher will introduce the activity and give the instruction on what to do.
• She will ask for 5 pairs of volunteers from the class. One volunteer will pick a paper strip from the bowl and the other will guess the word. Then they will exchange places. If they can get the answer correctly, they will receive a prize.
Work by 4’s
Materials
• A set of fraction paper strips
• A box
Objectives
• To add similar and dissimilar fractions
• To participate actively in the activity
Control of Error
• Teacher
• Key cards
Presentation
• The class will form groups of 4 members.
• The group will discuss the steps in adding fractions.
• Each member will get 1 paper strip from the box.
• They will add the fractions on the paper strips.
• Then they will do LAS 1a – 1c.
Learning Activity Sheet 1a
Recall
Add the following fractions. Express the sum to lowest term if needed.
3/6 + 2/6
3/13 + 4/13
2/9 + 6/9
4/16 + 12/16
6/17 + 5/17
6/12 + 8/12
5/15 + 7/15
2/7 + 11/7
8/5 + 6/5
4/14 + 6/14...

...LESSONPLAN IN MATHEMATICS FOR GRADE-FOUR
By: Clairy Faith C. Sinohon
BEED-SPED 3x4
I. OBJECTIVES
At the end of a 45-minute period, the grade four pupils will be able to:
1. Add and subtract fractions with the same denominators,
2. Add and subtract fractions with dissimilar denominators.
II. SUBJECT MATTER
ADDING AND SUBTRACTING OF FRACTIONS
A. References
Elementary Mathematics 4, page 53-56.
B. Materials
Power point presentation, visual aids
III. PROCEDURE
A. Learning Strategies
Prayer
Checking of attendance
Review of the past lesson
B. Motivation : “One little two”
C. Lesson proper
To add fractions with similar
denominators, we simply add the
numerators andwrite the sum over
the same denominator.
Dulce ate ⅖ of the cake in the morning
and ⅕ in the afternoon. How much cake
was eaten by her?
What is asked in the problem? The amount of cake
eaten by Dulce.
What are given? 2/5 cake in the morning and 1/5 in the afternoon.
To...

...FractionLessonPlan
Introduction
• Fractions—Introduction to Writing Fractions
• 30 Minutes
• Math 3.3-The student will
a. name and write fractions (including mixed numbers) represented by a model;
• English 3.8- The student will write legibly in cursive.
Learning Objectives
Students will:
• Draw equal fractional parts
• Write fractions using part of a set model
• Create their own fractions using manipulatives
Teaching Sequence
Anticipatory Set
-Tell students to sit down in the reading corner
-Stand up in front of class and hold up Loreen Leedy’s book Fraction Action
-Ask students what they know about fractions
-Do you know any common fractions? (1/2, 1/4)
-Can you think of any fractions that are used throughout the day? (cooking utensils, telling time)
-Tell students that Fraction Action will give more examples of how fractions are used daily
-Read Fraction Action to class
-Tell students to return to their seats where they will continue to practice their fraction skills
Lesson Development
-Ask students for fraction examples from Fraction Action
-List fraction examples on the board...

...Math LessonPlan
Grade Level:
Kindergarten
Subject:
Math
Prepared By:
Mary Ellen Guimond
Activity Name: The Matching Mittens
Learning Domain: Mathematics, Fine Motor, Cognitive
Overview & Purpose: From the story “The Mitten”, children will have sets of mittens and they will need to lay the mittens out in order along with being able to match the number with the word number.
What will be learned and why it is useful.
Education Standards Addressed
If your state has early learning standards, please identify and list the standards that this lesson addresses
Objectives:
(Specify skills/information that will be learned.)
Counting, one-to-one correspondence, matching groups of objects, sorting, along with being able to recognize the correct order of numbers, and then identify the name of the number along with the number itself.
Materials Needed:
Black marker
Card stock for cutout mitten patter
Scissors
Content:
(Specific skill/ concept being taught in lesson)
Counting
Ordinals
Sorting
one-on-one correspondence
Vocabulary:
One (1), Two (2), Three (3), Four (4), Five (5), Six(6), Seven(7), Eight (8), Nine (9), and Ten (10)
Other Resources:
“ The Mitten” book by Jan Brett
Would give them the opportunity to research the animals that where talked about in the book.
Procedure/s: (List of steps in lesson delivery)...

...SIOP® LessonPlan
Key: SW = Students will | TW = Teacher will | SWBAT = Students will be able to… | HOTS = Higher Order Thinking Skills
Lesson Title: Multiplying Fractions
Grade: 5
Content Standard(s):
CCSS Math5.NF.B.4b - Apply and extend previous understanding of multiplication and division.
CCSS Math.Practice.MP2 - Reason abstractly and quantitively.
CCSS Math Practice.MP3 - Math.Pratice.MP3
Key Vocabulary:
Equals
Numerator
Denominator
Fraction
Multiply
Times (as in 1/4 “times” 1/4)
HOTS:
What would be an example of a reason why we would have to multiply a fraction by a whole number?
Visuals/Resources/Supplementary Materials:
Pre-assessment worksheet
White board/marker
Worksheets
Visuals (measuring cup, recipe with pictures of cookies, visual of 1/4 mile running track)
Connections to Prior Knowledge/Building Background:
TW ask where have you seen fractions outside of school?
TW remind students of the poster boards on the wall of Mrs’ G’s classroom explaining procedures for multiplication of fractions.
Comprehensible Input:
Visuals
Language buddy
Vocabulary notebook
Content Objective(s):
1. SWBAT correctly solve multiplication of fraction equations.
Meaningful Activities:
1.1 TW review the correct procedure on multiplying fractions.
Review/Assessment:
1.1 Worksheet assessment...

...
Subject: Composition Date: March 21st, 2011
Skill: Descriptive Writing Topic: Comparative Paragraph (First draft)
Subjects Integrated: Listening and Speaking, Writing, Grammar Duration: 60mins
Class: 4 Lesson Number: 5 No. of children: 24
Ability Range: High_____ Average Low_____ Mixed_____
PRIOR KNOWLEDGE:
Students know that a sentence expresses a complete thought and that they begin with a capital letter, and end with the correct punctuation mark. In previous lesson, students have written pieces using their five senses to describe. Students also know that we compare with adjectives ending -er and -est. Students compare simple things on an everyday basis.
RECOGNITION OF EXCEPTIONAL LEARNERS:
5 students reading below grade level.
2 students who requires additional time to complete assignments.
OBJECTIVES (Written in Behavioral Terms):
At the end of the lesson, students will:
1. identify the difference between compare and contrast by participating in class discussions.
2. demonstrate understanding of the compare and contrast strategy by visually representing information of given item in a Venn diagram with 80% accuracy.
3. generate ideas from the group activity and write their own individual (first draft) comparison and contrast paragraphs as modeled by the teacher.
INSTRUCTIONAL RESOURCES (List of Materials, Charts, A/V Aids, etc.): writing paper, pencils, Ritz crackers,...