Professional Documents
Culture Documents
Grade: 3
Teacher Does
Directions or Teacher Questions
Engage
Time:
5-10 minutes
Materials:
Whiteboard for
teacher use.
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM, MPS,
NGSS,
21st Century
Mathematical
Practices:
Model with
Mathematics
CCSS Math
Standards:
Evaluate
Consider Decision
Points Assessments
3.NF.1. Understand a
fraction 1/b as the
quantity formed by 1
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.
Stage of Lesson
Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM, MPS,
NGSS,
21st Century
Explore:
Time:
15-20 minutes
Teaching and Learning Collaborative Lesson Study
Adapted from K-12 Alliance/WestEd
Materials:
*Whiteboard markers
*Whiteboard erasers
*12-15 inch pieces of
yarn (One for each
student)
*Tape
Stage of Lesson
Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM, MPS,
NGSS,
3
21st Century
Explain:
Time:
10 minutes
Materials:
Evaluate
Consider Decision
Points Assessments
Stage of Lesson
Mathematical
Practice:
Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM, MPS,
NGSS,
21st Century
Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Standard
CCCSSM, MPS,
Construct viable
arguments and
critique the reasoning
of others.
Extend:
Time:
___ minutes
Materials:
Evaluate
Consider Decisions
Point Assessments
Stage of Lesson
Student Activities
NGSS,
21st Century
Evaluate:
Time:
5 minutes
Materials:
Evaluate
Consider Decisions
Point Assessments
Follow Up Lesson
Stage of Lesson
Teacher Does
Directions or Teacher Questions
Engage
Time:
10 minutes
Materials:
*whiteboard, markers
Evaluate
Consider Decision
Points Assessments
Student Does
Expected Student Responses
Student Activities
21st Century
Skills used
throughout:
Reason abstractly
and quantitatively
Standard
CCCSSM,
MPS, NGSS,
21st Century
Stage of Lesson
Teacher Does
Directions or Teacher Questions
Explore:
Time:
20 minutes
Materials:
*Student desks
used as
whiteboards.
*Student
whiteboard
markers and
erasers.
*Student fraction
kit strips.
*Fraction
comparison
handout for
students.
*Strings for
number line
Standard
CCCSSM, MPS,
NGSS,
21st Century
Mathematical
Practices:
Model with
Mathematics
CCCSS:
3.NF.3
d. Compare two
fractions with the
same numerator
or the same
denominator by
reasoning about
their size.
Recognize that
comparisons are
valid only when
the two fractions
refer to the same
whole. Record the
results of
comparisons with
the symbols >, =,
or <, and justify
the conclusions,
e.g., by using a
visual fraction
model.
Evaluate
Consider
Decision Points
Assessments
Stage of Lesson
Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Explain:
Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Time:
5 minutes
Standard
CCCSSM, MPS,
NGSS,
21st Century
Materials:
Evaluate
Consider
Decision Points
Assessments
Stage of Lesson
Standard
CCCSSM, MPS,
Student Activities
Extend:
Time:
15 minutes
Materials:
Evaluate
Consider
Decisions Point
Assessments
Stage of Lesson
Evaluate:
-Students label.
Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
NGSS,
21st Century
Standard
CCCSSM, MPS,
NGSS,
21st Century
Time:
5 minutes
Materials:
-Exit ticket
Evaluate
Consider
Decisions Point
Assessments
Reflection
Teaching and Learning Collaborative Lesson Study
Adapted from K-12 Alliance/WestEd
Collaborating with my peers during this process has been one of the most valuable experiences in this
program. In previous years it has been incredibly difficult for students to grasp the concept of greater and
equivalent fractions, and I was having a difficult time with the new curriculum and seeing how I could create a
positive flow from plotting on a number line, to using that number line to compare. My greatest fear was that
students would get too overwhelmed and make silly mistakes when moving from simple plotting, to using those
plots to compare. The reflection notes my partners gave were very valuable in my next steps. Using the fraction kit
strips to evenly space their plotted points on the number line was a great idea that ended up helping an incredible
amount in the second lesson as students plotted different units on the same number line. If the placement of their
plot points for fourths were off, it might effect their comparison with thirds, for example, and the second lesson
wouldnt have been quite as successful.