Microteaching Lesson Plan
Microteaching Lesson Plan
Microteaching Lesson Plan
Niamh McNally 1
Questions to Ask Accommodations/ Materials
Modifications
In previous grades, students learned how to: The read aloud word If needed, some students Printable
Represent fractions from halves to tenths using drawings, tools, and problems would include with accommodations can cut-out
standard fractional notation, and explain the meanings of the questions such as: use an online version of fraction
denominator and the numerator. 1) If one whole fraction strips. strips from
Have an understanding that a fraction is a number that tells us about chocolate bar is this website:
the relationship between two quantities. split into 4 If less than five children were https://
Use models to visually represent fractions. pieces, what not understanding the www.math-
does each piece concept, I would make sure salamanders
To assess and activate students’ prior knowledge, students will complete a represent as a to speak to them directly .com/
mini task activity. fraction? Show and assist them in the printable-
I will bring cut-out paper fraction strips along with a number line on this with the specific area they are having fraction-
chart paper and ask students to demonstrate their knowledge of strips. trouble with independently. strips.html
what a fraction represents. 2) If I cut a paper
With these movable cut-out manipulatives, kids can refresh their into 6 pieces, If five or more children were OR this
memory on how numerators and denominators work. what fraction of having trouble, I would need website that
I would start by placing students in groups of 4. Then I would read a whole does to first give a mini lesson on has online
Part 1: Minds On
aloud one word problem question at a time to the class and ask each piece of an overview of fractions in interactive
students to visually show the answers to these questions with the paper order to ensure that fraction
cut-out strips and the number line. represent? everyone was on the same strips:
By starting off this lesson in groups, it does not intimidate the page before moving on to https://
children if they do not fully understand this topic because they can Ask the class as a group adding and subtracting toytheater.c
work with their peers to help refresh their memory and get on track. what it means to make fractions with like om/fraction-
multiple fractions into a denominators. strips/
This mini task can assess students’ present knowledge on fractions and will whole number.
be dependent on how the following lesson will continue. Completing this mini task will Graph paper
For example, if students have trouble understanding what a visual Ask the specific groups allow me to gauge the with a
representation of a fraction is, more time will be dedicated to of 4 how they came up students’ knowledge level on number line
clarifying these concepts before moving on to adding and subtracting with their solutions to fractions. already
fractions with like denominators. the word problems. drawn on.
Niamh McNally 2
Students will be shown some warm-up problems on the blackboard and be Extra examples to be If students are still having Different
shown how to solve problems of adding and subtracting fractions that have explained: difficulty understanding colour
common denominators. 1) 1/5 + 8/5 this concept, show this chalk/dry
2) 3/9 + 8/9 YouTube video that uses erase
I will use different colour chalk/markers to show on the board how students 3) 7/12 + 9/12 great visualizations of adding markers.
would keep the denominator the same, and either add or subtract the 4) 17/20 – 3/20 and subtracting fractions:
numerators from one another. 5) 10/11 – 7/11 https://www.youtube.com/ Pencil and
6) 7/12 – 5/12 watch?v=KFdHetid008 paper.
The steps discussed should go along the lines of:
1) Ensure the denominators are the same. Word problems: Students with visual Projector to
2) Add or subtract the numerators. 1) Abdul and impairments would need an show
4) Keep the denominator. Jennifer created in-depth oral explanation. YouTube
5) Reduce the final answer if possible. a triathlon video, if
course that Students who are more needed.
Then the addition problem of 3/6 + 1/6 will be presented to the class. included a swim advanced could partner up
Students will discuss ideas of how to solve the problem with a partner. of 5/4 km, with students who are Fractions
Remind students that they can draw pictures or use the fraction biking for 95/4 having trouble strips and
Part 2: Action
strips and number line if it helps them think about the problem. A km, and running understanding the main graph paper
discussion will be done after everyone has a chance to think. for 21/4 km. concepts. If these students with number
If students need more addition examples, they will be given to the How long was still needed individualized line for
class to ensure students have an understanding. the course? help, I would assist them at students
2) Erika is the end of class while other that needed
The next sample problem discussed would be subtracting fractions. measuring milk students complete their in- to visualize
For example, 7/8 – 5/8 would be read aloud to everyone and written to make class exit tickets. the
on the board. Students will again discuss how to solve this problem cookies. The questions.
with a partner, and then the answer will be taken up with the class recipe calls for
after a volunteer who raises their hand explains their understanding ¾ cup of milk
of how they got their final answer to the class. and she has ¼
of a jug now.
Then, two application word problems will be read aloud and solved on the How much
board along with steps of how to do so to ensure the class has an more milk does
understanding of how to solve adding and subtracting fractions with like she need?
denominator word problems.
If more than five students needed more word problem examples to
understand how to solve them, another problem would be given to
everyone along with the steps shown on how to solve it.
A volunteer could demonstrate how they got their answer on the
board while explaining the steps in front of the class.
Niamh McNally 3
Questions to Ask Accommodations / Materials
Differentiation
(content/process/produ
ct)
Help students summarize concepts learned and highlight the main Show of hands to If some students still Homework
ideas. ensure everyone need individualized help worksheets.
understands the after the debrief, I will
I conclude by giving an overview checklist of the main ideas learned concept of adding work with them at the Different coloured
in this class. and subtracting end of the class when pens if some
Then, I explain the homework worksheet to the students fractions with like others are completing students need to
Part 3: Consolidate Debrief
that will need to be completed at home. This worksheet denominators. their exit ticket. visualize to
includes number problems and word problems that are add/subtract the
similar to those discussed in class. Ask if there are any If 85% or more of numerators (e.g.,
questions on the students received a 3/4 write the
Students will complete an exit ticket consisting of four questions (2 lesson or main or higher on the exit numerators with
adding fractions and 2 subtracting fractions). concepts that need ticket, I would consider blue pen) and keep
to be clarified. the lesson to be a the denominators
It is important to make sure that at least 80% of the class success. If not, I would the same (e.g., write
comprehends this lesson. This can be done by asking students to Exit ticket questions: ensure to go over the the denominators
discuss their thoughts as well as acknowledge the questions they 1) 2/8 + 4/8 main concepts with the with red pen).
ask. 2) 9/14 + 7/14 whole class.
3) 11/19 – 4/19
4) 7/10 – 5/10
Niamh McNally 4
Next Steps
Students will complete the homework worksheet and bring it to class the following day. The worksheet will be marked and taken up as a class,
as well as clarify any areas or questions that students had difficulties with.
For the following lesson, I would go over what the students learned in this lesson. Then I would use this knowledge to build onto the next
topic. Students would need to have a full understanding of adding and subtracting fractions with like denominators in order to move onto the
following topic, which would be adding and subtracting fractions with unlike denominators.
Self-Reflection
Niamh McNally 5