LESSON PLAN OUTLINE

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
A.AlexisTITLE/TYPE
Padgett OF LESSON
Ms. Zehr, Cub Run Elementary School
February 18, 2020 Fractions on a Number Line to 1

B. CONTEXT OF LESSON

● This 3rd grade class has been learning about fractions for the past week. They have learned the
foundations of fractions and how a fraction is part of a whole. Examples of activities that have completed
include shading in the correct fraction amount and dividing a shape into parts of one whole. Based on this,
the students are now able to start placing fractions in the least to the greatest order using a number line.
When teaching the number line, students will learn the be able to order the fractions from 0 to 1.

C. LEARNING OBJECTIVES

Understand –
Students will understand how
fractions are ordered on the number
line.
Know –
Students will know how to use jumps
to place fractions on a number line.
Students will know how to find the
missing fraction by boxing in a
number line.
Do –
Students will be able to find the
missing fraction on a number line
with other fractions listed.
Students will be able to find the
fraction on a number line with no
other fractions given.

D. ASSESSING LEARNING

Students will be assed in a few different ways. The first method of assessing the students will be through
creating a human number line.
● A line of tape will be placed on the floor. For each number line a select number of students will be
given a card with a fraction on it. When asked, the students who have a fraction will get up and stand on the
number line on the spot their fraction would be. This will be completed until all students are able to be part
of the number line.
Another form of assessment is through a worksheet.
● This worksheet covers both finding the missing fraction when the other parts of the number line are
filled in as well as a number line with no fraction and they are to find the fraction that is indicated.
If time is available, we will play a game as a class.
● The class will be divided into 2 teams. Each team will have a blank number line that is the same.
They will then race to complete the number line filling in all of the missing fractions including 0 and 1.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)

3.2 The student will

a) name and write fractions and mixed numbers represented by a model;
b) represent fractions and mixed numbers with models and symbols

F. MATERIALS NEEDED

● SmartBoard
● Fraction card (for human number line)
● Worksheet
● Tape

G. PROCEDURE

● I will begin the lesson by reviewing what they have learned in regards to fractions.
● When starting the lesson, I will ask the students about what they think or picture when I say
numberline. I will then ask one or a few to come up and draw and explain what a number line is and how it
works.
● As a class, we will discuss what the other students are thinking and how it is similar or different from
their own ideas of a number line.
● I will then ask how they believe fractions could be used in a numberline.
● When beginning to show the concept of fractions on the number line by showing a number line with
½ and I will ask how they see that it works based on the placement of the dash on the number line.
● Next, I will show the number line divided into 4th with 2/4 missing. I will then ask the students what
they believe the missing fraction is and how they believe they find the missing fraction.
● Next, I will introduce the first strategy using jumps within the number line.
● First, we will count the number of jumps from 0 to 1. I will then state that this number represents the
denominator. Next, we will count the jumps from zero to the fraction on the number line that we are trying to
find.
● We will then place those jumps into ______ jumps out of ______ jumps.
● We will place it into a fraction with the numerator and denominator.
● I will then show the second strategy of boxing in the number line.
● When showing this strategy, we will begin by boxing in the number line from 0 to 1 with the dashes
in the number line to create individual boxes within the rectangle.
● We will count the total number of individual boxes from one to zero. This will be the denominator.
Next, we will count the individual boxes until we get to the dash that represents the fraction that we are
trying to find.
● After both of these strategies are shown, I will put a number line up and ask the students to think
individually. I will then ask students to share how they found the mystery fraction and what strategy they
used.
● As a class we will then complete an activity creating 3 human number lines.
● Select students will be given a card with one fraction that fits into one number line. Students will then
place themselves on the number line and then we will check it as a class.
● We will complete different number lines until all of the students are able to take part in a number
line.
● Once we have reviewed everything, students will be handed a worksheet that they will complete. On
one side, they will need to find the missing fraction on a when all other fractions are shown on the number
line. On the other side, they will be given a blank number line and will have to find the one fraction
indicated.
● If time is available after they complete the worksheet, we will play a game where the whole class is
divided into two.
● Each team will race to fill in all parts of the number line. We will complete 2-3 rounds.

H. DIFFERENTIATION
● 2 different strategies will be provided. The students will be able to pick the strategy that works best
and the one they understand more.
● When giving the worksheet I will go over a few as examples so they will understand what they are to
do.
● If the amount of problems seems too much they will be asked to do the even problems.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?

● Students will not find a strategy they feel works for them.
● I will tell these students that they will be able to draw a shape or figure that works best for them to
represent the number line.
 Lesson Implementation Reflection
As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to guide
your thinking. Be thorough in your reflection and use specific examples to support your insights.

I.How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why you made
them.

II.Based on the assessment you created, what can you conclude about your impact on student learning? Did they learn?
Who learned? What did they learn? What evidence can you offer that your conclusions are valid?

III.Describe at least one way you could incorporate developmentally appropriate practice in a better or more thorough
way if you were to teach this lesson again.

IV.Based on the assessment data you collected, what would you do/teach next if you were the classroom teacher?

V.As a result of planning and teaching this lesson, what have you learned or had reinforced about young children as
learners?

VI.As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?

VII.As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?