UH COE Lesson Plan Template (Differentiated Instruction)
Name of Teacher Candidate
Lesson Overview
Grade Level
Estimated Time Needed
Lesson Description
Content Area Standards
Technology Standards
Objectives
Resources/Materials/Tools
Terms/Vocabulary
Technology Resources
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Karlie Holtwick
3rd Grade
One 45-minute class period
This lesson will consist of students identifying equivalent fractions when
presented with number lines, pictures and fraction strips and explain why they
are equivalent.
3.3 Number and operations. The student applies mathematical process
standards to represent and explain fractional units. The student is expected to:
(G) explain that two fractions are equivalent if and only if they are both
represented by the same point on the number line or represent the same
portion of a same size whole for an area model
N/A
The Student Will Be Able to… Identify and explain why fractions are equivalent
with number lines, pictures or fraction strips.
Equivalent, partition, equal, group, whole
Promethean Board, Hover cam
Focus/Anticipatory Set Materials: Teacher will instruct the Ss to build and
create an equivalent fraction of their choice with their shoulder partner using
one set of the fraction towers.
 Fraction Towers
Content-Input Materials: Teacher will pass out the Equivalent Fractions packet.
Each students will bring the necessary materials down to the carpet. Teacher
will lead the discussion by modeling and providing many examples in packet.
 Equivalent Fraction packet
 Three-thirds Large Model fraction
 One dry erase marker
 Pencil
 Math notebook
 Fraction towers
 Two crayons
Teacher-Guided Groups Materials: Students will follow along with the teacher
using Equivalent Fraction packet at their tables. Teacher will direct Ss to use
Large Fraction Model to demonstrate/model how to partition with erase
markers. Teacher will model how to use fraction towers to resemble fractions
using fraction strips. Ss use two different colored crayons to differentiate
distance from 0 to 1 on the number line.
 Equivalent Fraction packet
 Two-sixths Large Model fraction
 Dry erase markers
 Pencil
 Fraction towers
 Two crayons
Workstations Materials: Students will rotate and work in three different stations
with their table groups. Teacher will review each stations expectations and
review the directions. The teacher will set a 10-minute timer for each station, Ss
will rotate and complete worksheet activites.
 Equivalent Fraction Match
UH COE Lesson Plan Template (Differentiated Instruction)
 Proving Equivalence
 Equivalent Fractions Dominoes
 Teacher Stamp
Closure Materials: To close the lesson, the teacher will instruct students to
remain on the carpet as sticky notes are passed out. Teacher will display
writing prompt exit ticket under hover cam. Students will answer in one
sentence, teacher will stick on board.
 Sticky Notes
 Pencil
 Math Notebook

Lesson Procedures
T will state the lesson objective
“Today boys and girls we are
going to learn why fractions are
equivalent by using number lines,
pictures and fraction strips”. (T will
have fraction towers on Ss desk).
The T will ask a probing question
The T will be standing
“Can someone tell me what
at the front of the
equivalent might mean?” The T  Fraction
classroom while asking
will instruct Ss to share one set of towers
question.
fraction towers with shoulder
Focus/Anticipatory Set partner at their table.
Ss will build 2
(5 minutes)
equivalent fractions
T says, “Now I want you and your
using fraction towers.
shoulder partner to create and
build two equivalent fractions of
If time is allowed: Ss
your choice using the towers”.
will stand and share
with partner.
Ss will work together quietly for 1
minute. T circulates the room. T
will allow each partner group at
each table to stand and share
their fraction towers. T will
circulate to attain student
engagement and attention.
Content-input T passes out Equivalent Fractions T will pass out fraction  Equivalent
(15 minutes) packet to Ss at tables. T instructs packet, while asking Ss Fraction
Ss to collect materials. Ss get to take out specific packet
math notebook, two crayons, materials.  Three-fourths
pencil, packet in front of them. large model
Ss sit quietly waiting to  Fraction
Page 1 &2 (Partitioning) T calls tables one at a time, to join be called to carpet with Towers
(Whole Group) on the carpet in front of the board all materials.  Crayons
with pencil, crayons and math
notebook, packet. Ss sit in T waits until all Ss are
assigned rows with voices at level on carpet ready to go!
zero. T gains attention (5,4,3,2,1)

T displays page 1 under cam, T

asks Ss to shade ¾ on both
models with their pencil. T shows packet under
UH COE Lesson Plan Template (Differentiated Instruction)
 What do you notice about hover cam, asks Ss to
the wholes? shade ¾ on model.
 What do you notice about
the amount shaded on
each of the fractions? T ask guided questions.
T gives Ss time to look models,
make predictions. T displays the Ss look at models/
three-fourth (large model) under predictions.
cam.
 How many parts are T shows three-fourth
shaded? fraction model under
T guides facilitates open ended cam.
class discussion “How could we
use this model to create a fraction
with more/smaller equal pieces?” Ss turn and talk about
T allows Ss turn talk with partner questions.
to discuss.
Stop “Watch Me”
T will model under hover cam how T “Stop Watch Me” T
to partition model into eighths to model partition eighths
make equal parts. w/ marker.
 How did we make the
fourths look like eighths?
T shows Ss how to partition
second model of fourths to eighths Ss copy down on
on worksheet. T asks Ss to do the paper.
same. T ask, “Are these fractions
equivalent?” T labels each model
with unit fraction, T places = sign
(equivalent).
T move to fraction strips on
worksheet, Ss following along with
T. T shades/labels ¾ and 6/8, Ss
shade/label on paper.
 What do you notice about T goes to fraction
the wholes? strips, S label/ shade
 What do you notice about strips.
the fractions ¾ and 6/8?
Stop “Watch Me”
T uses fraction towers to resemble
fractions by shading fraction with
erase marker. Ss see towers
under cam.
 How can you prove that
¾ & 6/8 are equivalent?
Are these fractions
equivalent?
Stop “Watch Me”
Stop Watch me! T uses
T points to number line, T labels #
fraction tower to show
line. T models labeling ¾ & 6/8 by
equivalence.
adding 0 and 1.
T puts a dot on 3/4. (# line)
 How could we make the
UH COE Lesson Plan Template (Differentiated Instruction)
second number line have
eighths?
 How did we partition the
number line into eighths?
T begins to partition into eighths
under cam. Ss follow/ copy.
 What do you notice about
the fractions? How do
you know?
T ask Ss to take out two crayons. Stop Watch Me! T
Ss will color distance from 0 to points to # line. T
point. Other color Ss color models labeling ¾ &
distance from point to 1. 6/8.
T directs Ss to fill out sentence
stem. T checks with stamp.
**Ss will complete page 2 on
carpet**

T partitions # line, S
copy.

Ss use crayons on #
line on carpet.
UH COE Lesson Plan Template (Differentiated Instruction)

Teacher Guided Groups After modeling the first page of T passes out two-  Equivalent
(20 minutes) Equivalent Fraction packet eighths large models, Fraction
problems, T passes one two- dry erase markers each packet
eighths large models (page table.  Dry erase
Page 3&4 (Grouping) protectors), dry erase markers to markers
each table. Table captains will T attains Ss attention  Two-eighths
model (large model) for table. (Give me 5). large model
 Fraction
T will attain Ss attention “Give me T display page 3 under Towers
five”, Ss stay at tables while T cam, T ask S to shade  Crayons
gives directions to look first 2/8 on paper.
problem on page 3. T displays
problem under the cam. T asks Ss T allows Ss to work
to shade 2/8 on both models with together in table groups
their pencil. to create fraction with
 What do you notice about larger pieces.
the wholes?
 What do you notice about Ss are reminded that
the amount shaded on table captain uses the
each of the fractions? marker for model.
T gives Ss time to look models, T
calls Ss (popsicle sticks). T guides T checks for
whole class discussion “How understanding by
many parts are shaded?” “How asking Ss to volunteer
could we use this model to create to draw grouping on
a fraction with larger/less pieces?” model under cam.
(group pieces together) T allows
Ss to work with table group to Ss show work and T
group the model into larger equal asks to check work put
pieces with erase marker. T pencils down.
reminds Ss, table captain is in
charge of writing with erase Ss follow along with T
marker. T circulates, check Ss shading fraction strips.
understanding.
** Assure Ss are grouping shaded
pieces together as one unit**
T checks whole class for
understanding, T ask one
volunteer to draw grouping on
model under cam. Ss draws on T
UH COE Lesson Plan Template (Differentiated Instruction)
copy, sit down after.
T ask:
 How did we change the
eighths into one fourth
pieces?
T shows 2/8 models on packet
under cam and ask Ss to follow
along as we (group the pieces to
represent eighths into larger
pieces to show fourths). Once Ss
are done direct Ss put pencils
down. T circulate to check. Once
T checks, T fills in example.

Fraction Strips: T will point to

fraction strips. Ss following along
with T. T shades/labels 1/4 and
2/8, Ss shade/label on paper.
T stops to check Ss
understanding.
 What do you notice about
pieces in the whole or 2/8
and ¼ in the f s?
 How can we use
grouping to prove that
2/8 and ¼ are
equivalent?
T shows and explains how to
group the pieces in the fraction
strip into larger pieces to show
fourths.

Number Line:
T points to number line, T labels #
line. T models labeling 2/8 & 1/4
by adding 0 and 1. T says “When
you are done labeling the # line
and placing fractions, stop and I
will check)
T puts a dot on 3/4. (# line)
 How could we make the
second number line have
fourths?
 How did we partition the
number line into fourths?
T begins to partition into fourths
under cam. T stops and asks Ss
to group the fourths to show
equivalent fractions. Ss begin
showing T work.
 What do you notice about
the fractions? How do
you know?
UH COE Lesson Plan Template (Differentiated Instruction)
T ask Ss to take out two crayons.
Ss will color distance from 0 to
point. Other color Ss color
distance from point to 1.
T directs Ss to fill out sentence
stem. T verbally instructs Ss once
they are done to raise their hands
and T will check with a stamp.
T will introduce
T will introduce 3 different stations stations.
that will allow Ss to practice
equivalent fractions. Ss will rotate through 3  Equivalent
T will discuss the expectations stations to build and Fraction
and directions for each station. T practice with equivalent Match
passes out “Equivalent Fraction fraction
 Proving
Match” for station 1. “Proving
Workstations/ Equivalence
Equivalence” station 2, T assign stations per
Independent Work  Equivalent
“Equivalent Fraction Dominos table, Ss work quietly
Fraction
stations 3. T assigns stations per during stations.
Dominos
table. Ss will be responsible
completing stations before  Pencil
rotating. During stations, Ss will  Classroom
have 10 mins on a timer. Ss voice timer
level is to remain at a level zero, T
will check work with a stamp.

T will say concluding statement:

“Today we learned how to use
number lines, pictures and fraction
strips to help us practice
identifying equivalent fractions.”
T will face Ss on carpet
While the students are on the  Sticky Notes
and say concluding
carpet facing the prometheam  Pencil
statement to Ss.
board, T will pass out sticky notes.  Math Notebook
T will assess Ss understanding of
Closure Ss are expected to
lesson by providing a writing
write sentence on
prompt under hover cam. (What
sticky note.
does it mean for fractions to be
equivalent?)
T will place sticky notes
Ss will stay on carpet, using math
on board.
notebook, Ss will respond with
one sentence on sticky note. T will
ask Ss to give silent thumbs up
when done. T will place sticky’s on
board.

Plans for Differentiated Instruction/Accommodations

Special Education Students
English Language Learners
Student will be given extra time and scaffolding to work on new strategies learned.
And I can pull small differentiated groups during stations/ independent practice. I
can monitor and work in the problems together with the students.
The directions for the words and directions on the Content-input worksheet will be
read aloud to students. As well as for any new vocabulary words that arise, and old
ones will be repeated again and emphasized in more depth. Monolingual or same
UH COE Lesson Plan Template (Differentiated Instruction)
first language students will be of aid to further assist students.
Students will be allowed to identify how to add equivalent fractions with either the
same or different denominators. Students will be given additional stations that
Gifted and Talented
presents time to practice new strategies. Or a student will be given fractions that are
larger than what we are working on in class.
Other: N/A

Potential Challenges/Plan B

If students are having trouble grasping the concept during the teacher guided groups (we do). The teacher may decide to
reteach the new grouping strategy and reviewing the rules that growing from small pieces to large pieces would be
grouping. And the teacher can print out different examples to practice. Once the students show mastery, the teacher can
have the student write the difference.

Assessment
I will assess the students understanding and comprehension by circulating the room and stamping students work
once I have thoroughly checked work. I will also ask open ended questions that will give students a chance to
explant her reasoning during independent and guided practice. I will also provide a exit ticket to explain “What it
means for fractions to be equivalent.”

Notes and Credits

CFISD Representing Equivalent Fractions and TEKS