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West Virginia State University

College of Professional Studies: Department of Education


LESSON PLAN FORMAT GUIDE (Updated 1/18)

Teacher Candidate __Christi Clendenin___ Date____April 12, 2018___________


School __Bridgeview Elementary_________ Grade/Subject ___3rd Grade/Math___
Lesson Topic __Fractions on a Number Line_

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES


1. Students will demonstrate their understanding of fractions as numbers on a number line by
representing fractions on a number line diagram.

WV CCRs
 M.3.14 Understand a fraction as a number on the number line and represent fractions on a
number line diagram.

NATIONAL STANDARDS
(2) Students develop an understanding of fractions, beginning with
unit fractions

ASSESSMENT

Diagnostic:
 I will review fractions by asking the students what they know about fractions.
 I will have the students draw a rectangle on their dry/erase board.
 I will write ¼ on the board and ask the students how many pieces they will need to break
the rectangle up in.
 I will ask them how many pieces I would have to color in to show ¼.
 I will repeat with 2/3.
 I will ask the students who can plot a number on a number line.
 I will draw a number line on the board and ask the students to draw a number line from 0-5
on their board.
 I will ask the students to plot the number 3 on the number line and show me.

Formative:
 I will have the students draw 2 number lines from 0-2.
 I will ask students who can plot a fraction on a number line.
 I will ask them to plot a 1/2 on one number line.
 I will ask them to plot 3/2 on one number line.
 I will have the students turn the papers in to me when they are finished.
 I will assess their responses to determine who needs more scaffolding throughout the
lesson.
 I will observe students as they work on projects, activities, or seatwork to assess objectives.
 I will assess knowledge of the objectives during discussion, game and activity.

Summative:
 I will have the students draw 2 number lines from 0-2.
 I will ask students who can plot a fraction on a number line.
 I will ask them to plot a 1/2 on one number line.
 I will ask them to plot 3/2 on one number line.
 I will have the students turn the papers in to me when they are finished.

MANAGEMENT FRAMEWORK
Overall Time - 90 minute lesson
Time Frame –
 20 min. teacher intro and demonstration
 60 min. student activity
 10 min. regroup for assessment and closure

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS


I will assess the students’ understanding of fractions and number lines during the introduction of
the lesson. Based on that understanding, I will be breaking the students up into groups for the
activity. The students who are struggling with most will be placed in a group with me where I will
be working with them to understand fractions. The students who have a good grasp on the content
will be split into two groups where they will be working on activities that will give them practice
working with fractions and number lines. The students who have already mastered the concept will
be grouped together and will play a game based on fractions and number lines.

PROCEDURES
ANTICIPATORY SET
 I will review fractions by asking the students what they know about fractions.
 I will ask how many parts a fraction consists of. I will lead them to fraction bar, numerator
and denominator.
 I will have the students draw a rectangle on their dry/erase board.
 I will write ¼ on the board and ask the students how many pieces they will need to break
the rectangle up in.
 I will ask them why.
 I will ask them how many pieces I would have to color in to show ¼.
 I will ask them why.
 I will repeat with 2/3.
 I will continue repeating until I am sure that the students remember fractions and model
and explain the correct answers when necessary.
 I will ask the students how many numbers are between 1 and 5 on a number line.
 I will lead them infinite.
 I will ask the students who can plot a number on a number line.
 I will draw a number line on the board and ask the students to draw a number line from 0-5
on their board.
 I will ask the students to plot the number 3 on the number line and show me.
 I will repeat this until I am sure that the students can use a number line and model and
explain the correct answers when necessary.

INTRODUCTION
 I will have the team leaders get paper for each of their group members and have the
students get out their dry/erase boards.
 I will ask the students if they think that we can plot fractions on a number line.
 I will have them discuss with their shoulder partner if they think that we can do this.
 I will ask the students what they have decided.
 I will ask them why or why we cannot plot a fraction on a number line.
 I will lead students to the conclusion that a fraction is a number and therefor can be plotted
on a number line.
 I will advise the students that the objective for the lesson will be to demonstrate their
understanding of fractions as numbers on a number line by representing fractions on a
number line diagram.
 I will have the students draw 2 number lines from 0-2.
 I will ask students who can plot a fraction on a number line.
 I will ask them to plot a 1/2 on one number line.
 I will ask them to plot 3/2 on one number line.
 I will have the students turn the papers in to me when they are finished.
 I will assess their responses to determine who needs more scaffolding throughout the
lesson.
 I will show students a video about plotting fractions on a number line:
https://youtu.be/SZaXtOHNh6s

BODY & TRANSITIONS


 I will separate the students into four groups based on their knowledge and understanding
of fractions.
 I will give each group their activity and have them to read the instructions while I go from
group to group to explain, answer questions regarding their activity and get them started.
 The students who are struggling the most will work with me reviewing fractions using
Activity 1. (See attachment 1)
 The students who have mastered the concept will play a game that reviews fractions on
number lines. (See attachment 3)
 The bulk of the class that are still working with mastering the concept will be split into two
groups where they will work with one of the two activities that teach the content. (See
attachment 2)
 I will walk around and assess how the students are engaged with and understanding the
lesson.
CLOSURE
 Review and summarize what we’ve learned.
 I will have students draw a number line from 0 to 2 on their dry/erase boards.
 I will ask them to plot a 3/4 on the number line and show it to me.
 I will ask them to plot 5/4 on the number line and show it to me.
 I will assess their responses to determine the effectiveness of the lesson.
 I will review the objective and have the students give me a thumbs up or thumbs down if
they feel like they accomplished the objective.
 I will have the group leaders collect the papers and bring them to me.

Assessment
 I will have students draw a number line from 0 to 2 on their dry/erase boards.
 I will have them hold up the board when they have drawn it.
 I will ask them to plot a 2/3 on the number line and show it to me.
 I will ask them to plot 5/4 on the number line and show it to me.
 I will assess their responses to determine the effectiveness of the lesson.

STRATEGIES
 Teacher led discussion
 Group practice
 Guided instruction
 Teacher modeling/demonstration
 Group activity
 Peer Groups/discussion
 Visual/Auditory presentations
 Kinesthetic activity

MATERIALS
 Smart Board
 Video
 Internet
 Laptop
 Dry/Erase Boards
 Markers
 Game:

EXTENDED ACTIVITIES
If Student Finishes Early
Students will be working in groups, so this will not apply.
If Lesson Finishes Early
If the lesson finishes early, I will have the students switch activities with another group.

If Technology Fails
If technology fails, we will omit the music rap on fractions.
Christi Clendenin
Lesson 2 Reflection
April 12, 2018

My objectives were clear, measurable and appropriate to the lesson. My objectives were aligned both to the WV and
National Standards and introduced to the students in a manner in which they understood. I advised the students of
the objectives prior to the lesson and asked them at the end if they felt like we had achieved those objectives. My
lesson plan was organized and contained an introduction/lesson set, body/transition and closure with explanations of
each. I discussed and executed the strategies in my lesson that included student engagement and critical thinking
opportunities. I asked higher level thinking questions, however, when the students didn’t answer immediately, the
teacher stepped in and answered for them. I incorporated whole class learning, small group work and individual
learning experiences in this lesson that supported the objectives of the lesson. I incorporated the use of technology
and the students loved the video and responded well to it.
Content knowledge is reflected and described by identification of prior knowledge of the previous lesson which we
discussed in both the Anticipatory Set and the Introduction of the lesson. Lesson activities reflected the current
objectives of learning to plot fractions on number lines. The lesson was designed to motivate and engage all students
and was fully explained to the students in a way that they could understand. The lesson was designed with all
learners in mind, and the students who were struggling with understanding fractions worked on reteach with me and
had a better understanding after the activity. The students who had mastered the content played a game to reinforce
their understanding and the students who were still trying to master the content worked on activities that gave them
practice.
I began the lesson with a diagnostic assessment and asked questions about fractions and number lines to gauge the
students’ understanding on each. I had the students give me a thumbs up if they knew the answer or a thumbs down
if they did not, before I called on a student to answer. This gave me a good idea as to where the students were and I
was able to group them based on this assessment. I formatively assessed the students during the activity as I walked
around to each group and observed how they were working as a team and individually. I was able to see which
students were not actively participating and had them answer specific questions as I retaught the concept in the small
groups
Classroom time was identified and referenced with possible structural challenges identified. Individual activities and
strategies have estimated time of completion with possible structural challenges identified. Possible extended
activities were identified and described in accordance. Each activity was meaningful, developmentally appropriate,
differentiated and aligned to the objectives. I was able to manage my time more effectively and did not go over the
allotted time for the lesson. Technology was used, the lesson provided for access to all students with a written plan
for distribution, which went much more smoothly this time. The technology usage was developmentally appropriate
and reflected the national ISTE expectations. Assessment data was collected, analyzed and will be used for future
instructional decision making. I used the diagnostic and formative assessments to guide my lesson and to determine
where my time would be best spent during the lesson.
Math is the subject that I’m most uncertain about, but this was my strongest lesson yet. I heard several students
make comments about ‘finally getting it’ and my teacher was excited about some of the activities that I brought for
the students. I felt confident in the effectiveness of this lesson. Even students who do not usually participate, were
engaged and enjoying the lessons. I had a great time teaching this lesson and the students interacted with me much
more than they have in previous lessons.