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LESSON PLAN FORMAT GUIDE (Updated 1/18)

School __Bridgeview Elementary_________ Grade/Subject ___3rd Grade/Math___

Lesson Topic __Fractions on a Number Line_

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

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

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.

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