Lesson Plan Format: IDST 3004
Name: Megan Greber
Date: 3/11/2013-3/15/2013
Subject: Math
Grade: Kindergarten
Virginia SOL: The student will identify the parts of a set and/or region that represent fractions for halves and
fourths.
Objectives (Condition, Behavior, Criteria)
1. Given a graham cracker the students will demonstrate their knowledge of what a half, fourth and equal
parts are with 90% accuracy.
2. While watching BrainPop Jr. Fractions: “Basic Parts of a Whole” students will put their hands on their
heads when they hear a half, fourth or equal parts with 90% accuracy.
3. Given a worksheet on fractions students will identify what a half, fourth and equal parts are with 90%
accuracy.
Vocabulary:
Half
Fourth
Equal Parts
Materials/resources: Graham crackers (1 per group), BrainPop Jr. Fractions: Basic Parts of a Whole,
worksheet “Sharing is Nice!”, worksheet Big Bakery Box “Dividing into Halves/Fourths”
(page 19)
Procedures:
Beginning: How will you get students focused and engaged?
1. Pair students up
2. Give each pair of students one graham cracker
3. Ask students to divide the graham cracker in half making two “fair shares”
4. Show fair shares and discuss
***Repeat for ¼’s in groups of 4.
Middle: Content and Learning Activities
 Ask class to brainstorm to generate a list of things they have shared or could be shared (example:
slicing pizza, pies, sharing cookies, etc.)
 Discuss vocabulary: half and show picture; fourth and show picture; equal parts and show picture
 We are going to watch BrainPop Jr. Fractions: Basic Parts of a Whole
 When students hear one of our vocabulary words (half, fourth, equal parts) they can put their hands on
their heads
Closing: Wrap-Up
 Give each child a “Sharing is Nice!” Sheet. Read each direction, have children divide into halves or
fourths as directed.
 Discuss and model whole group the correct answers.
Assessment: (How will you assess if they have mastered your objectives? Be specific.)
 Students will be given sheet work: Big Bakery Box page 19 “Dividing into Halves/Fourths” (to be given
on Friday)
Extensions/Differentiations: How will you modify the lesson or activities to help students who abilities differ?
 For those students having trouble with the new concept I would work with them one on one. I could
modify the post lesson activity by allowing those students having difficulty work with a partner. I could
provide supplement worksheets to give them more practice.
Reflections (So, how did it go? What will you change to make it better?)
Overall, the lesson went very well. The students seemed to really enjoy it especially the hands on
portion of it. Before the lesson when we did the graham cracker activity, the students tried to be as precise as
possible when dividing up the graham cracker. I think this really helped them to relate the meaning of the
vocabulary when we discussed them because they realized they already knew what each meant just didn’t
know they did beforehand.
It was really interesting to hear the examples they came up with on things they
shared as well. Some were what you’d expect like pizza or cakes but some were a little more creative like dolls
and turns playing tag. One student even said they shared their items they brought at the classroom store with
their siblings.
After seeing how much they enjoyed the graham cracker I felt like I should have added more activities
like this. If I could change it I would add a few more hands on activities for example making fractions with a
“pie” (using paper plates). I could also add a few more worksheets for the students to complete. The video
activity seemed to confuse some of the students as well. Looking back I think it would have been more
beneficial for the students to watch the BrainPop Jr. video a few different times throughout the week each
time focusing on a different vocabulary word. Some of the students were confused when to put their hands
on their heads and some would forget the words they were supposed to be listening for or got to into the
video and forgot to participate. I feel like the students really understood the information by the time they
completed their final worksheet on Friday. I think I could have found a more creative way to test this skill with
the students but the worksheet seemed to show best that the students understood the information. Overall, I
am happy with the outcome of the lesson I would just add a few more hands on activities and try to make the
video portion of the lesson a little less confusing for the students.