Trousdale County Schools Weekly Lesson Plan
Teacher: Davenport
Pacing Guide Week #: 16
Dates: 01/13/14-01/17/14
Subject: Math
Common Core Standard(s) to be taught: (Write the entire standard)
4.NF.A.1. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models,
with attention to how the number and size of the parts differ even though the two fractions themselves are the
same size. Use this principle to recognize and generate equivalent fractions. 1 Grade 4 expectations in this
domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, 100.
SPI(s) to be taught: (Write the entire SPI)
SPI 0406.2.5 Generate equivalent forms of common fractions and decimals and use them to compare size.
Daily practice activity for citing text based evidence in conversation and/or writing:
 Students will be able to identify and articulate what a fraction is and what it means in reference to a whole via oral and written
language.
I Can Statements :
Student Agenda:
 I can identify fractions.
 Posted daily but NOT included in Lesson Plan
 I can compare fractions.
 I can put fractions in a correct order.
Assessment Strategies (for Stage 1 teachers ONLY): Assessment used to determine mastery daily: If a quiz or test is given,
include in the Teacher’s Lesson Plan Notebook.
Instructional Materials (for Stage 1 teachers ONLY): All instructional materials are to be included in the Teacher’s Lesson Plan
Notebook.
Instruction: In outline form, describe each day of instruction.
Day 1
 Students will take five minutes to work on a daily review sheet for Math.
 Teacher may finish up reading a chapter of “Fractions=Trouble!” to students.
 Students will review identifying fractions pictorially and numerically.
 Students will add to their fraction flashcards.
 Teacher will complete skittles activity about fractions with students.
 Students will be assigned identifying fractions practice pg. 4 & 6.
Day 2
 Students will take five minutes to work on a daily review sheet for Math.
 Teacher may finish up reading a chapter of “Fractions=Trouble!” to students.
 Students will add more fraction flashcards to their sets.
 Teacher will project fractions games from the computer for students to interact with.
 Teacher will introduce a number line to the students and ask them to identify where
certain fractions go on the number line.
 Students will be assigned Practice Pgs. 7-8 to work individually on putting fractions
on a number line.
 Students will review all that they know of fractions so far.
Day 3
 Students will take five minutes to work on a daily review sheet for Math.
 Teacher may finish up reading a chapter of “Fractions=Trouble!” to students.
 Students will take a quiz over identifying parts of a fraction, identifying fractions
pictorially and numerically.
 Teacher will go over quiz for correct answers if time allows.
Formative Assessment:
Teacher Observation
White Boards
Whole Group Instruction
Independent Practice
Guided Practice
Practice Pgs. 4&6
Teacher Observation
White Boards
Whole Group Instruction
Independent Practice
Guided Practice
Practice Pgs. 7-8
Teacher Observation
White Boards
Whole Group Instruction
Independent Practice
Guided Practice
Quiz
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Day 4
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Students will take five minutes to work on a daily review sheet for Math.
Teacher may finish up reading a chapter of “Fractions=Trouble!” to students.
Students will add more fraction flashcards to their sets.
Teacher will introduce how to compare fractions pictorially and numerically.
Teacher will use Envision TB Pgs. 234-235 (1-38) for examples for comparing
fractions.
 Students will continue work on comparing fractions with Envision WB Pgs. 157158.
Day 5
 Students will take five minutes to work on a daily review sheet for Math.
 Teacher may finish up reading a chapter of “Fractions=Trouble!” to students.
 Students will add more fraction flashcards to their sets.
 Students will review how to compare fractions using Envision TB Pgs. 234-235 (138).
 Teacher will introduce how to order fractions using Envision TB Pg. 236 (1-20).
Day 6

Teacher Observation
White Boards
Whole Group Instruction
Independent Practice
Guided Practice
Envision WB Pgs. 157-158
Teacher Observation
White Boards
Whole Group Instruction
Independent Practice
Guided Practice
Day 7

Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.
 Tutoring will use Envision textbook pages 217-218; 225-226; 228-229; 231-232 and Envision workbook pages 145-146; 151156.
Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.
 Pearson Success Net Envision Math- online tests and quizzes
 Learning Farm- daily review of skills
 Quiz Show- end of week assessment
 Brain Pop- review of lesson
 Problem Attic- TCAP type questioning review
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