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You are on page 1of 9

Grade: 3

This lesson takes place within module 6 of Engage New York. This lesson falls after we have been exploring fractions on a number

line between zero and one, and before we explore fractions on a number line including multiple whole numbers that may be greater

than 3.

Objective:

Students will see relationships between a whole and the fraction of that whole. For example, there is a relationship between two

wholes and 6/3 because 2x3=6.

Assessment:

Formative assessment will include informal answers, class discussion, and what is written on number lines during the exploring stage

of the lesson. At the end of the period, students will complete an exit ticket which will help to inform the next days lesson.

Stage of Lesson

Teacher Does

Directions or Teacher Questions

Engage

lesson.

Time:

5-10 minutes

Materials:

Whiteboard for

teacher use.

Student Does

Expected Student Responses

Student Activities

used throughout:

Reason abstractly and

quantitatively

fractions to plot fractions on a number line

If we want to split a whole rectangle into a

fraction, how do I do that?

Instead of the discussion I had planned, I kept

yesterdays example on the board. We had a

review conversation based on what we did

yesterday with labeling fractions on a number line

between one and zero. We did not discuss

Adapted from K-12 Alliance/WestEd

Standard

CCCSSM, MPS,

NGSS,

21st Century

Mathematical

Practices:

Model with

Mathematics

CCSS Math

Standards:

Evaluate

Consider Decision

Points Assessments

discussed creating a number bond based on the

model given (1/4 and 3/4 makes one whole)

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.

fractions?

through the middle.

many of each piece we have?

many we have. We can shade in a certain

number of them and write how many are

shaded and how many are unshaded.

and one to show fifths?

and label 1/5, 2/5, 3/5, 4/5 and 1.

showed fourths between zero and one to also show

between one and two. I then erased the part of the

number line between zero and one and we just

evaluated what was left (between one and two).

example, and were able to have

productive conversation and evaluate the

number line, telling why we labeled the

fractions as we did.

How would I show fifths on that number line?

zero and one.

(This is where I expect them to be

incorrect and where our inquiry will

start)

Stage of Lesson

Teacher Does

Directions or Teacher Questions

Student Does

Expected Student Responses

Student Activities

Standard

CCCSSM, MPS,

NGSS,

21st Century

Explore:

than one on a number line.

their desk to use as a number line. They

will label the ends with consecutive

whole numbers and label the fractions

between.

3.NF.2. Understand a

fraction as a number on

the number line;

represent fractions on a

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

and one. Now lets section it into fractions.

What fractional unit should we use?

(Section and label the number line, and model

on overhead)

did previously. While we were exploring as a

group, we then chose to explore thirds between 2

and 3 we already explored between 0 and 1 and 1

and 2.

Evaluate

Consider Decision

Points Assessments

Stage of Lesson

numbers, and make this now show (whatever

fractional unit they chose) between 1 and 2.

lets see how many (fractional units) are in two

wholes.

what they had labeled as one whole.

explore what happens when you make the

number line between 2 and 3. When youre

done raise your hand and Ill check it.

Students explored how many thirds are between 3

and 4 wholes.

-After they get the ok, have students explore

with other fractional units between numbers

greater than one whole.

-Teacher will continue to check each completed

number line.

and shared the connection that there is a

multiplicative relationship between the

number of thirds and the whole. This

helped other students to quickly figure

out how many of each fractional unit

were in a given whole. One team even

wrote their number line between 1,000

and 1,001 and correctly stated that there

are 4,000 fourths in 1,000.

Teacher Does

Directions or Teacher Questions

Student Does

Expected Student Responses

Student Activities

Adapted from K-12 Alliance/WestEd

Represent a fraction 1/b

on a number line

diagram by defining the

interval from 0 to 1 as

the whole and

partitioning it into b

equal parts. Recognize

that each part has size

1/b and that the

endpoint of the part

based at 0 locates the

number 1/b on the

number line. b.

Represent a fraction a/b

on a number line

diagram by marking off

a lengths 1/b from 0.

Recognize that the

resulting interval has

size a/b and that its

endpoint locates the

number a/b on the

number line

Standard

CCCSSM, MPS,

NGSS,

3

21st Century

Explain:

Time:

10 minutes

Materials:

Evaluate

Consider Decision

Points Assessments

Stage of Lesson

with fractions greater than one?

This part of the discussion still took place, and it

was widely restated that you can easily use

multiplication to figure out how many of a given

fractional unit are in a given whole.

We just keep adding on.

We can count on and then

Some students incorrectly stated that

theres an additive relationship between

the whole and the number of a fractional

unit. They added 2+4 to say that there

are 6/4 in two wholes. The class

discussed and the students were able to

see their mistake and model with tape

diagram-like rectangles.

Mathematical

Practice:

they created and explain how it supports their

ideas.

differences in their findings and

ideas/thoughts.

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

Adapted from K-12 Alliance/WestEd

Student Activities

NGSS,

21st Century

Evaluate:

Time:

5 minutes

Students were able to successfully plot

fractions on a number line, however

many of them had difficulty with making

equal spacing. Using their fraction kit

strips to plan their spacing will help with

this, and I will do that in the next lesson.

Materials:

Evaluate

Consider Decisions

Point Assessments

Follow Up Lesson

Stage of Lesson

Teacher Does

Directions or Teacher Questions

Engage

lesson.

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

with the same denominator. All of the work done in

the explore section will be common denominators.

How can we use a number line to show fractions?

fractions? How could I do that?

number line.

partition this number line [between zero and one]

into fourths so we can compare and ?

--have students give input to correctness of student

work; thumbs up/thumbs down.

number line)

Adapted from K-12 Alliance/WestEd

Standard

CCCSSM,

MPS, NGSS,

21st Century

Stage of Lesson

Teacher Does

Directions or Teacher Questions

Explore:

number lines today so their spacing is equal.

Time:

20 minutes

needed.

Materials:

*Student desks

used as

whiteboards.

*Student

whiteboard

markers and

erasers.

*Student fraction

kit strips.

*Fraction

comparison

handout for

students.

*Strings for

number line

Adapted from K-12 Alliance/WestEd

would have walked less than if you jumped

of the line.

is closer to zero, so its less.

Student Does

Expected Student Responses

Student Activities

Students will work as partners to partition

and compare fractions. They will fill in the

>, <, = sign on the handout and do all of

their work on their desks.

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:

fractions?

will be greater.

*When the number on top is bigger you

know that one is bigger.

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

Adapted from K-12 Alliance/WestEd

Standard

CCCSSM, MPS,

Student Activities

Extend:

Time:

15 minutes

Materials:

Evaluate

Consider

Decisions Point

Assessments

Stage of Lesson

Evaluate:

denominator and the size of the pieces wasnt the

same?

the greater fraction because the pieces

arent the same size.

and thirds on the same number line.

-Students label.

it matter that they had the same

numerator/number of pieces?

different.

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.

Adapted from K-12 Alliance/WestEd

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