Human Resources

Division 333 South Beaudry

Avenue, 14th Floor Los Angeles,
California 90017 Telephone: (213)
Lesson Design 241-3444
Fax: (213) 241-8920
Template mypgs@[Link]

PART I – WHO are the students?

Class Composition
Please record relevant student data below. Some categories may not be applicable to your
class (these categories can be left blank). Most of this information can be found in MyData:
[Link]
Teacher Name: Subject/Grade Level: Lesson Date/Time:
Mr. Thompson 3rd Grade Math
Female Students: Male Students:
General Student Data (1b1,1b3)
Record the number of students in each category
Students with Disabilities: 4 RSP GATE Students: 0
Students
English Learner Data (1b1)
English Learners (EL): 24 ELD Levels In Your Class: Expanding,
Bridging
English Only (EO): 0 Reclassified Fluent English Proficient
(RFEP): 0
Long Term English Learners (LTEL): 0 Standard English Learners (SEL): 0
Additional Student Information
What other student data may be relevant or important to this lesson? (1b1, 1b3)
3 of my RSP students receive math support. The RSP teacher participates in the math lessons on
Tuesdays and Wednesdays.

Considering the data above, list the strategies you use to help every student gain
access to academic content (i.e., differentiation strategies, grouping of students, IEP
requirements, etc.). (1a2, 1b1)
-Sentence Frames
-Use of realia
-Pre-Teaching in small groups
-Heterogeneous student groups

Part II – WHAT are they learning?

Instructional Goals and Objectives
1a1 Knowledge of Content and the Structure of the Discipline
EFFECTIVE
Teacher articulates a solid knowledge of the concepts in the discipline through the development
of essential understandings and big ideas that are aligned to the standards. Teacher
demonstrates knowledge of the progression of the content standards within and across adjacent
grade levels.

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Educator Development and Support:
 Human Resources
Division 333 South Beaudry
Avenue, 14th Floor Los Angeles,
California 90017 Telephone: (213)
Lesson Design 241-3444
Fax: (213) 241-8920
Template mypgs@[Link]
What key standards and instructional goals and objectives are being addressed
in this lesson? (1d1)
[Link].1 Understand a fraction 1/b as the quality formed by one part when
a whole is partitioned into b equal parts; understand a fraction a/b as
the quantity formed by a parts of size 1/b
[Link].3b Recognize and generate simple equivalent fractions; explain why
the fractions are equivalent by using a visual fraction model.

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Educator Development and Support:
 Human Resources
Division 333 South Beaudry
Avenue, 14th Floor Los Angeles,
California 90017 Telephone: (213)
Lesson Design 241-3444
Fax: (213) 241-8920
Template mypgs@[Link]

Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.

How does this lesson connect to the big idea and to the overall unit?
3rd grade students need to develop an understanding of fractions as numbers.

What ELD Standards are incorporated in this lesson (if applicable)?

Part 1.A.3 Offering Opinions: Negotiate with or persuade others in
conversations using an expanded set of phrases (e.g., I agree with X, but …),
as well as open ended responses, in order to gain and/or hold the floor,
provide counter arguments, etc.

Language Objective: What text structures, language features, and vocabulary will
students need to use to express their understanding of the content?

1. Students will support their mathematical arguments by using the

following sentence frames: I believe the answer is________because _.
Even though my
classmates answer is ___________, we are both correct because________.
2. Students will describe fractional values using their origami cube using
descriptive language and academic mathematical terms.
3. Students will use transitional words to describe changes in their
thinking based on arguments made by other students.

Part III – HOW will they learn it?

Lesson Plan
1a2 Knowledge of Content Related Pedagogy / 1d1 Standards-Based Learning Activities

EFFECTIVE - 1a2 Knowledge of Content Related Pedagogy

Teacher’s plan reflects effective research-based pedagogical approaches in the discipline, and is
appropriate for the essential understandings and big ideas addressed in the lesson. Teacher plans
appropriate use of technology and of 21st Century Skills. Teacher anticipates students’
misunderstandings.

EFFECTIVE –1d1 Standards-Based Learning Activities

All of the learning activities are relevant, designed to cognitively engage students, are aligned to the
instructional standards and represent awareness of 21st Century Skills. Learning activities are
differentiated as appropriate to meet the needs of diverse student subgroups.

Include your instructional sequence (lesson plan) below. You may use a lesson plan format of
your choice. Consider how your lesson plan will help you demonstrate EFFECTIVE practice in
elements in Standard 3 when you teach your lesson. It is NOT necessary to respond to the
items below.

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Educator Development and Support:
 Human Resources
Division 333 South Beaudry
Avenue, 14th Floor Los Angeles,
California 90017 Telephone: (213)
Lesson Design 241-3444
Fax: (213) 241-8920
Template mypgs@[Link]

Ideas to consider when developing your lesson:

 Purpose of the lesson (3a1)
 Academic language (3a4)
 Questions (3b1)
 Discussion techniques (3b2)
 Standards-based projects, activities, and assignments (3c1)
 Grouping of students (3c2)
 Feedback to Students (3d3)
st
 21 Century skills (Communication, Collaboration, Critical Thinking, Creativity)
Outline your instructional sequence (lesson plan) here:
I will communicate to students that fractions are part of a whole number and
that they contain a numerator and denominator. You get a fraction by
dividing a whole number into parts. They will be exploring different ways of
looking at part/whole relationships (fractions). We will continue to build on
our knowledge base about fractions in future lessons, such as tomorrow’s
about equivalent fractions.

1. I will ask students to look at their origami cube (that they made
yesterday) and think of the various parts that make up the cube in
terms of parts and whole. I will ask, “What fraction of the cube is
yellow and how do you know?” 2 minutes of individual time to think
and write.
2. One student will share their work under the document camera, and I
will guide students to share the fraction they found by asking, “What
fraction(s) do you see?” and “How do you know?” (8/24 or 1/3 both of
which are correct). I will guide students to respond using the
sentence frame, so they’ll know what I’ll be looking for when I check
in on their groups.
3. Repeating the same process with the red, green, and blue parts of
their cube, students work in groups of 4, heterogeneously according
to ability level. Most groups consist of one advanced, two proficient
and one achieving below grade level.
4. In their groups, students will share their thinking with each other. I will
instruct them to present their ideas and to listen for where they
agree/disagree, using the sentence frames. Some students might talk
about color and some will think either 1/3, 2/5. 4/12. 8/24
5. I will go from group to group listening, providing feedback and asking
questions, prompting them to use their sentence frames in response:
- How do you know your fraction is correct?
- You both think your answer is correct but you have different
fractions, how can that be?
6. Students from different groups will share their answer and thinking
publically, using the sentence frames I provide. Students will be
encouraged to agree or disagree and state why.
7. I will summarize the different fraction answers put forth by the
students and write them on the board.
4
Educator Development and Support:
 Human Resources
Division 333 South Beaudry
Avenue, 14th Floor Los Angeles,
California 90017 Telephone: (213)
Lesson Design 241-3444
Fax: (213) 241-8920
Template mypgs@[Link]
8. I will ask students to think about the color pattern they noticed
yesterday when they built their origami cube.
9. Students will draw the color pattern (as one dimensional, as if the cube
was flat)

5
Educator Development and Support:
 Human Resources
Division 333 South Beaudry
Avenue, 14th Floor Los Angeles,
California 90017 Telephone: (213)
Lesson Design 241-3444
Fax: (213) 241-8920
Template mypgs@[Link]

10. Using their drawing, students will further debate that fractional
color portion of the whole.
11. The lesson will end with some students still thinking of the
different fractions as the answer even though they have seen the
geometrical value (representation) has not changed.
[Link] we continue this lesson and introduce the terms equivalent
fraction.

Part IV – How will learning be assessed?

Assessment
1e2 Planning Assessment Criteria
EFFECTIVE
Teacher has developed criteria by which levels of student learning will be assessed. Teacher
has planned how criteria will be communicated to students.
What criteria will you use to assess your students’ learning?

The assessment will be a formative assessment. I will listen to students’

conversations in their groups to help me determine their understandings and
their misconceptions regarding the fractional value of the colors of the
cubes. I will use this evidence to inform me whether I need to follow the plan
as written, or make some adjustments in the moment. Students should
understand equivalent fractions and be able to make the comparisons and
explain why fractions have the same value.

How will you communicate the criteria and ensure students understand the
expected outcomes?

Based on the modeling that we did together and the use of the sentence frames,
students will be clear about what I want them to grasp and communicate. I will
prompt them with questions and guide them to use their sentence frames.

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Educator Development and Support: