Math Lesson Plan

Grade Subject
3rd Math

Learning Objectives:

MCCRS Standards: 3.NF.A.2a 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.
3.NF.2b Represent a fraction a/b on a number line diagram by
marking off a lengths of 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.
Lesson Objective(s): Students will be able to identify and represent fractions
less than 1 by using a number line model in order to
understand fractions as numbers.
Assessment of Students will complete an assessment on Schoology in
Objective: which they will have to represent and identify fractions on
number lines. In order to represent fractions on number
lines they will have to show how to divide the number
lines into equal parts before labeling the fraction given.
The students will identify fractions on number lines that
will be distinguished by an arrow pointing to a tick mark on
the number lines.
Child-Friendly We will identify and represent fractions less than 1 by
Objective: using a number line model in order to understand
fractions as numbers.

Materials:

Student Materials and

Teaching Materials and Technologies
Technologies
- Microsoft PowerPoint (Lesson) - Paper and pencil
- Schoology (website) - Whiteboard and markers
- Whiteboard.fi (webiste) - Technological device
- YouTube (https://www.youtube.com/watch? - Schoology (website)
v=SZaXtOHNh6s) - Whiteboard.fi (website)
- Technological device - Google Meet
- Anecdotal Notes Chart
- Google Meet
Responsiveness for All Children/UDL:
IEP/504 Plans: Supports, Accommodations, Modifications, Pertinent IEP
Classifications/Needs Goals
IEP Speech -Students can respond to questions asked by typing in the
IEP Other Learning Needs chat area
ELLs -There will be a list of written steps to help support
students understanding of labeling fractions on a number
line.
-Fraction bar pieces will be used as another visual to clearly
demonstrate the equal parts on the number lines.

Instructional Considerations
CONSIDERATIONS How does the lesson address each consideration?
Academic Language Academic Language
Supports - Fraction
- Numerator
- Denominator
- Number line
There will be an anchor chart on fractions with
descriptive visuals to further explain this academic
language.
Vocabulary (Tier II, Tier III) Tier III
Fraction- a number that shows equal parts of a whole
object or set of objects (Part of a whole)
Numerator- the number of equal parts that have been
counted
Denominator- the total number equal parts in the
whole
Number line- a straight line with numbers placed at
equal spacing

Teaching Procedure:
Teacher Action
Introduction and -A student read the objective
Link to Prior and have multiple students
Learning unpack the objective (what,
how, why).
-Ask students to share what
they remember about
fractions and how we have
represented them.
Student Action
Whole Lesson: Students can
always participate in the chat
area and use their hands to
participate by showing
numbers with their fingers.
-Students will attentively
listen to reading of the
objective and participate in
identifying the what, how, and
why of the objective.
-Students will recall what they
understand about fractions
 and ways they can be
represented.
Motivation and -Show students the solve and -Students will work on the
Child-Friendly share prompt. solve and share prompt using
Objective -Read the solve and share writing materials available to
and give students time (about them.
5 minutes to solve it).
-After students have solved -Students will share out their
the prompt, they will share answers either using the chat
out their answers. area or showing their work to
the camera.
Direct -Review anchor chart about -Students will participate in
Instruction/Modelin fractions. Explain the identifying the meaning of
g numerator without saying numerator and denominator.
numerator and ask students
to name the part of the
fraction I am speaking of (do
the same with the
denominator). Explain the
ways that fractions can be
represented (highlighting the -Students will attentively
number line). watch the video and think
-Before playing the “Fraction about how the video is
on a Number Line” song explaining how to represent
video tell students to pay fractions on a number line.
attention to how the video
explains
representing/showing a
fraction on a number line.
Play the video.
-Use what the video
discussed about representing
a fraction on a number line
(dividing the line into equal
parts, the denominator tells
how many equal parts to
divide the line into) to do two
questions with the students -Students will actively
about “How many parts is this participate in answering
number line split into?” prompting questions in order
-Ask students: “Is the to find the denominator of the
denominator of a fraction for fractions the number line
this number line based on shows and to label the unit
how many equal parts this fraction of number line.
number line is divided into?”
Remind students of when
 they learned about unit
fraction before asking, “What
then would be the unit
fraction for this number line?
Where would it be labeled on
this number line?”
-Review a graphic with
number lines accompanied
by fraction bars to restate
how fractions are number -Students will actively watch
lines are represented and the modeling and follow
how they can also be along affirming the work and
represented with the fraction steps the steps taken to label
bars. the fraction on the number
-Use a fraction on a number line.
line story problem to prompt -Students will participate in
students to connect labeling the fraction given the
visualizing to representing story problem.
fractions on a number line.
Model and think out loud with
the first fraction on a number -Students will put the number
line story problem. Then of parts the number line
together with the students do should be divided into in the
a second fraction on a chat.
number line story problem.
-Prompt students to visualize.
Ask students to drop in the -Students will read the steps
chat “How many parts should in labeling fractions in a
we divide the number line chorus after the steps are
into? What tells us this explained.
information?”
-Show and explain to -Students will actively watch
students the “Labeling the modeling and follow
Fractions on a Number Line” along, affirming the work and
steps graphic. Emphasize steps taken to label the
that is what they had just fraction on the number line.
done but written out in steps.
-Model labeling ¾ on a
number line. Use the bar
pieces as support to clearly
define the equal parts. Use
the written steps graphic as
support.
Guided Practice -Guide the students through -Students will participate as a
representing ½, 3/7, and 7/9 whole class in representing
on number lines. Use the bar the different fractions on
 pieces as support to clearly number lines by answering
define the equal parts. Use the questions by using the
the written steps graphic as chat, their fingers, raising
support. their hands to speak.
Questions to ask students:
- What is our first step?
- What should we look at
in the fraction given to
tell us the number of
equal parts we should
divide the number line
into?
- Where on the number
line should the fraction
be marked?
-When students figure out the
number of parts to divide the -Students will do the exercise
number line into, ask them to moves when they figure out
do an exercise move the the number of parts to divide
same number of times as the the number line into when
number of parts the number representing the fractions on
line has to be divided into. the number lines.
Independent -Provide students with a -Students will participate on
Practice whiteboard.fi link in which it whiteboard.fi in representing
(Application of Objective) will be their turn to represent the two fractions by using the
TA: Explanation
SA: Application 4/5 and 2/8 on number lines. tools that whiteboard.fi
They will use the tools that provides.
whiteboard.fi provides to
represent the fractions. Give
students appropriate time to
represent the fractions.
-After all the students
represent 4/5 and 2/8 on -Students will share how they
number lines, review with the represented the fractions on
students and allow them to the number lines.
share.
-As a group but the students -Students will use the chat
will independently figure out when instructed to “blast” the
the answer to two questions chat with the fraction that the
asking students to “Label the emoji represents on the
fraction the emoji represents number line
on the number line”
-For both questions: Let the
students know that when they -Students will show a peace
have the fraction that the sign when they know the
emoji represents that they fraction the emoji represents
should show a peace sign. on the number line.
Closure
(Facilitate reflective,
accountable conversation
regarding student learning)
-Review with the students -Students will participate in
what they learned by the class discussion of what
discussing: they learned in the lesson.
3 Steps when labeling a
fraction -Students will go to
2 Parts of a fraction Schoology to complete the
1 Thing to remember when independent assessment.
counting the equal parts on a
number line
-Show students where they
can go on Schoology to
complete their independent
assessment of their
understanding of the lesson
-Let the students know if they
finish the assessment early
that they can do First in Math,
Pearson games, or Prodigy