Formal Block 1 Lesson Plan Template

Shelley Quema
Teacher Candidate:
Lesson 2, Fractions
Lesson #:
Students have been working on how to create number bonds and partitioning fractions on a
How does this lesson build
number line. This lesson further reinforces how to use those skills.
off of student prior
knowledge?

Lesson Plan
Focus Question: What are the different ways of representing
Unit of Study: Fractions on a number line, Module 5/lesson 14
fractions?
Central Focus: This lesson aims to teach students about how fractions can be represented in different ways (numerically,
drawings, words) and how to place unit fractions on a number line with endpoints 0 and 1.

Objective(s):
● Students will partition different models of wholes into equal parts
● Students will identify and count Unit fractions 1 half, 1 fourth, 1 third, 1 sixth, and 1 eighth in Unit form.
● Students will represent fractions on a number line, number strips, number bonds, and other illustrations.
● Students will compare and make copies of unit fractions to build non-unit fractions.
● Students will recognize that whole numbers can be written as fractions, as exemplified on the number lines to the left.

Standard(s) and Performance Indicators:

3.NF.1: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a
fraction a/b as the quantity formed by a part of size 1/b.
3.NF.2: Understand a fraction as a number on the number line; represent fractions on a number line diagram.
a. 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.
b. Represent a fraction a/b on a number line diagram by marking off a lengths 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.
3.NF.3: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3
in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that
comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the
symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Vocabulary: fractions, numerator, denominator, number line,

Materials: Math packet/worksheets, chrome books, pencil,
fraction strip, equivalent, half, unit fraction
headphones

Time Frame: 45 min

Anticipatory Set/Hook:
“Good morning everyone, today I will be teaching you about fractions on a number line. We will do a activity altogether on
Splashlearn.” To get student’s brains ready for the lesson, I will start off with a Splashlearn activity for fractions on number line
review/match the fractions to the point on the number line. I will put the game up on the view board, and we will do this as a

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whole group. “If you know the answer. Please don’t shout it out. Raise your hand and I will call on you.” Or I might read each
answer out loud and have students stand up if they agree with one of the answers. Whichever answer has the most students
standing up, I will choose that answer, whether it be right or wrong. I will make sure to model how to answer the question so
that they understand how to answer it correctly.

Procedures: (5-8 min)

Beginning: Teach lesson 14 from the module, worksheets will be provided that connect to it, model it.
Transition: “great job with the activity everyone, now let’s take a look at the worksheets on your desk. Today, we will be learning and
reviewing how to draw number bonds, number lines, and fraction strips. I will show you all how to do the first problem so you
understand how to do it.”
Problem a: read directions out loud. “If we have halves, what does our fraction look like? So if we have 2 as our denominator, how
many circles should we draw for our number bond? Let’s draw our fraction strip. If our fraction is ½, how many boxes should we
have in total in our fraction strip? How many lines do I need to draw in order to have 2 equal parts? If students can not answer how
many lines do we need to draw, remind them that we need to draw one less line than our denominator or downstairs number. So if
our denominator is 2, what is one less of 2? What is our unit fraction? If students do not remember what the unit fraction is, I will
say our unit fraction is the fraction we are working with. So looking at our number bond, what is the fraction we have written? Let’s
write the unit fraction in each box in our number strip. Now for our number line, how many lines do we need to draw on it to show
the fraction ½? If the first line is labeled 0, what should our denominator be? If students are not sure of what the denominator is, I
will refer back to our unit fraction of ½ and point to it. Who knows what the second line should be labeled? Third line? Call on
students or use popsicle sticks. Looking at the number 1 in our number line, that means 1 whole. So if we have 2/2, how many
wholes is that? Guide students but pointing back to the number 1 and repeating the number 1 means that we have 1 whole.
- react to misunderstandings by repeating transitions until student mastery.
- Support by recording/scribing on a number line as students count.
- Reread directions for better understanding of what to do.

I will then tell students to try to work on the rest of the problems independently. I will walk around the classroom to assist any
students that are struggling with any of the problems. I will give students 8-10 minutes to work on the rest of the problems. We will
then rejoin as a whole group where I can go over each problem or have students come up to teach the class.

Middle: (15 min)

Students will work independently, I will will scaffold and walk around to offer help

Questions to ask during independent work: questioning can be the same as problem a, just change numbers to correctly correspond
with problem b, c, or d. “If we have thirds/fourths/fifths, what does our fraction look like? So if we have 3/4/5 as our denominator,
how many circles should we draw for our number bond? Let’s draw our fraction strip. If our fraction is ⅓ / ¼ / ⅕, how many boxes
should we have in total in our fraction strip? How many lines do I need to draw in order to have 3/4/5 equal parts? If a student can
not answer how many lines do we need to draw, remind them that we need to draw one less line than our denominator or
downstairs number. So if our denominator is 3/4/5, what is one less ofit? What is our unit fraction? Let’s write the unit fraction in
each box in our number strip. Now for our number line, how many lines do we need to draw on it to show the fraction ⅓ / ¼ / ⅕,? If
the first line is labeled 0, what should our denominator be? If students are not sure of what the denominator is, I will refer back to
our unit fraction and point to it. Looking at the number 1 in our number line, that means 1 whole. So if we have 3/3 / 4/4 / 5/5, how
many wholes is that? Guide students but pointing back to the number 1 and repeating the number 1 means that we have 1 whole.

Rejoin as a whole group to go over the problems. I can do each problem and explain it, or I can choose different students with the
popsicle sticks to come up and answer the question while I explain it, or they may explain it. Once page 56 is all answered, we can
move to the next page where I will model how to answer the 1st question then students will independently do problem 3.

Problem 2: read question out loud to the class or have a student read it out loud to the class.” What is a quarter in fraction form?” If
students are unsure, point to the problem and circle 1 fourth so they know. ‘The directions say to label 0 hours and 1 hour. So for our
number line, who knows what number I should write here (the first line)? What about right here (the last line)? If we need to write
every 1⁄4 hour, how many more lines do we need to draw? Guide them by referring back to the denominator. If we have 4/4, how
many wholes do we have?

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End:(5 min)
Give them 5 minutes to solve question 3 then rejoin as a group. I can solve the problem or have a student come up to solve it. If we
need to label our number line from 0 m to 1 m, what should the first line be? The last line? If our fraction is ⅕ meters, how many
more lines do I need to draw on our number line? How many wholes does 5/5 equal?
Look at your number line for problems three. What does each point on the number line mean? [it tells us what the number on that
point represents, where the bead is, ⅕ marks the distance from zero- then end of the ribbon-To wear Mrs. Lee sews on the first bead]

Alternate plan if students struggle with these worksheets:

If students are struggling with these worksheets, I will review previous worksheets they have done in class. Start off by going back to
learning how fractions are represented using a unit fraction and how we understand fractions are made looking at a
figure(worksheet page 32, which they already have) and reteaching it.
Model sample a was done. “Our unit fraction is ½ because if we look at the figure, how many parts are there total? Since there are 2
parts, our denominator is 2 and our numerator will be 1. Looking at the shaded areas, how many are fully shaded? So our fraction
shaded would be 5/2 because we have 5 total shaded and 2 parts to our figure, and our unit fraction denominator is 2.

Using page 33 (which they have already) I will reteach them how to build and write fractions greater than one whole using unit
fractions. Model how the first problem was done for them. “If we have 5 thirds, what will our fraction look like? If 3 is our
denominator, how many parts should my fractions strips have? How many lines should I draw? Be sure we write our unit fraction, ⅓,
in each section of our fraction strip.

Assessment (remember, your assessment needs to match your objectives): 10-15 min
I will use the lesson 14 exit ticket. The worksheet aims to assess students’ understanding in today’s lesson and can help with
planning for future lessons. It helps reinforce how to create number bonds, fraction strips, and number lines. It helps students
review how to label their illustrations and restate the question in their answers.

Or using their chrome books, students will log on to Zearn and complete the module that corresponds with the lesson. Fractions
on a number line, lesson 14

Differentiation
Consider multiple entry points for all children to be successful. How do you plan to meet individual student needs? For example,
repeat directions, extended time, adapt materials, preview questions, provide 1:1 support, etc.
Individual Student Needs How will you meet their needs?
learning disabilities: allow for extended time, repeat
directions if necessary, offer them technology or hand writing
materials, provide 1:1 support during/after, reteach after
lesson if needed, offer to scribe for them, use previous
Students with IEP or 504 plans worksheets that are more simple with the same content if
students are struggling, simplified directions, frequent checks
for understanding

English Language Learners N/A

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Other students who may need additional support (e.g.,
struggling readers, students at a different developmental stage,
etc.)
Students who are ready for a challenge
Give students more time when writing if they are struggling
with spelling, I will read the problems out loud for them if
they are struggling to read them by themselves, if needed I
will scribe for them, I will provide extra examples and
references
Give them a word problem that contains all the components
of the items we discussed during the lesson (they may start
page 58 and 59 if they finish early or need more of a
challenge)
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ALTERNATE WORKSHEETS IF STUDENTS ARE STRUGGLING

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ALTERNATE

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