Micro-teach

Teaching Plan Teacher Name

Amanda Yost

Date

March 18, 2019

Subject Area

Math

Grade

3 (Microteach)

Topic

Intro to Fractions

Time

15 mins

Learning Objectives What do you want your students to learn?

Assessment How will you know your students have learned?

Materials

What resources will you need?

Students will be able to: Identify the components of a fraction Learn the names of some common fractions Visually see what different fractions look like (in a circle or rectangle)

Students will draw what each of the fraction examples look like in a circle or rectangle on white board (or paper)

- Projector screen (for power point pictures) - White boards (or paper with plastic covers) - Markers (white board or regular)

Put visuals of fractions on the projector (powerpoint pictures) - include both number and circle representations

Introduction

(how will you “hook” students? )

Time: 2 mins

Ask students to raise their hand if they know what these are. (“Can anyone tell me what these are?”) Tell the class they are looking at a few examples of fractions - Allow about 5 students to come up to write an example on the board Explain the goal for the lesson - learn the different parts of a fraction - how to pronounce some common fractions - use materials to become familiar with what different fractions (portions) of a circle or rectangle look like (tangible part of activity)

ED 2500 – Orientation to Teaching Instructor: Deborah Yawney

Preparing (1 minute) 1. Set up powerpoint on projector (Intro) Prompting Questions (2 minutes) 1.Ask if anyone knows what is being shown on the board (visuals of fractions) — tell them fractions 2.Ask if anyone knows some different ways we use fractions (measuring ingredients for cooking or baking, how to cut a cake into equal pieces, money)

Body

Learning activity or sequence of activities. )

Time: 10 mins

Teach the different parts of a fraction (1 minute) 1.The top is called the numerator. 2.The bottom is called the denominator. 3.You can refer to the numerator as ‘the part’ of something you want, and the denominator as ‘the whole’. Teach how to pronounce a couple common fractions (2 minutes) 1.First, 1/2 (one half, half) 2.Second, 1/3 (one third, a third) 3.Third, 1/4 (one quarter, a quarter) Get students to become familiar by using white boards to show the common fractions (5 minutes) 1.Have them write the number representation of the fraction(s) 2.Have them draw the portions of a circle of the fraction(s)

Closure Time:

Closure (2 minutes) Confirm that the students have: - learned the parts of a fraction (point and ask) - know how to pronounce the simple fractions - learned how to draw fractions and which shapes are most appropriate (write out the examples)

Notes and Ideas

ED 2500 – Orientation to Teaching Instructor: Deborah Yawney