CEP Lesson Plan Form

Teacher: Payton Haines Date: January 27, 2023

School: Eyestone Grade Level: 3rd Content Area: Mathematics
Title: Fractions on a Number Line Lesson #: 1 of 3

Lesson Idea/Topic This is an introductory lesson to fractions on a number line. Students

and have been exposed to the different parts of a fraction and the concept
Rational/Relevance: that fractions are make-up parts of a whole. Students also were
introduced to comparing fractions with the same numerator or
denominator. Now, during this lesson students will learn about
representing fractions on a number line that represents one whole.
Student Profile: To ensure engagement, students will need transitions and possibly a
movement break. Some students will benefit from modifications,
highlighted in the differentiation section below. Also, some students
will benefit from more challenging questions that expand their
thinking. Students will need step-by-step instructions before
independent practice. Students may benefit from doing an example as
a whole group on the independent practice worksheet.
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

3.NF.A.2- Describe a fraction as a number on a number line; represent fractions a number line diagram.

Understandings: (Big Ideas)

o Using the parts of the fractions, partition a number line into equal parts.
o Understand that the denominator represents the number of parts on the number line. Understand that the numerator represents the point on the
number line.
o Represent a fraction on a number line.
o Understand that the number line represents one whole.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)
o How can I represent a fraction on a number line?
o What does the numerator represent on a number line? What does the denominator represent on a number line?
o What does the number line represent?
o How can I partition a number line to represent a fraction?

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Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard using student voice)

I can:
o I can understand and represent fractions on a number line diagram by defining the interval from 0-1 as the whole and partitioning it into equal
parts. Recognize that each part has size 1/b.

This means: This means I can understand and represent fractions in more than one way. This means I understand that fractions can be represented on
a number line. I can recognize that the number line represents one whole.

List of Assessments: (Write the number of the learning targets associated with each assessment)
o Exit Ticket: The exit ticket is associated with the learning target: Fractions on a Number Line
o Informal observation and documentation: Throughout the lesson, I will be observing student’s understanding of fractions on a number line. If
necessary, I will pull a small group and work through the independent practice with them.

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CEP Lesson Plan Form
Planned Lesson Activities
Name and Purpose of Lesson
Co-Teaching
Will co-teaching models be utilized in this
lesson? Yes ___ No X
Approx. Time and Materials
Anticipatory Set
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Introductory Lesson to Fractions on a Number Line: the purpose of this lesson is to
expose students to standard 3.NF.A.2. Student will gain an understanding of the
number line as one whole and be able to partition the number line into equal parts.
This will continue to expose students to different models to represent fractions.
Which model(s) will be used?
NA- Co-teaching will not be used. Carolina will be in the room to help monitor
behaviors and redirect students, although, I will be leading the lesson.
Why did you choose this model(s) and what are the teachers’ roles?
NA- Co-teaching will not be used.
8:06-8:12: Math warm-up on carpet, students will sit boy girl and participate in a
count around where we count up and down by certain multiples. (Ex: count up by
3’s starting with 0, or more challenging count up by 3’s starting with 7 (not a
multiple of 3).
8:13-8:14: Students transition back to desks to grab materials for lesson. This
includes whiteboard and marker.
8:15-8:16: Students read learning target and success criteria as a class.
8:16-8:20: Students will watch video “Fractions on a Number Line”
8:20-8:35: Concept Development: Highlight that when given a number line, we
will focus on the number line being equivalent to 1 whole. Then we will partition
the number line based on the denominator. Finally, we will mark a point on the
number line based on the numerator. Emphasize how the denominator and
numerator play an important role in placing fractions on a number line. Highlight
equivalent fractions. (ex: If the number line is partitioned into 8 parts: one whole is
equal to 8/8).
8:35-8:40: Introduce independent practice activity. Based on the students grasp on
the concept, do one example problem if necessary. Set expectations for independent
work time.
8:40-9:05: Students engage in independent practice. If finished, students may play
complete other math work from the fraction’s unit, play fraction dominoes game, or
work or play math games.
9:05-9:10: Students will complete exit ticket, which will be turned in and graded to
assess student’s understanding of the concept.
The strategy I intend to use is: Video: https://www.youtube.com/watch?
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v=SZaXtOHNh6s
I am using this strategy here because: This is an introductory lesson, therefore
when introducing a new topic, a visual aid and/or a more engaging resource could
potentially help students begin to understand the basics of the topic.
Procedures The strategy I intend to use is:
I am using this strategy here because:

Teacher Actions Student Actions Data Collected

-Lead math count around at
the carpet. Facilitate
learning and set clear
expectations. (Count by 10’s
starting with 0 and 2’s
starting with 3).
-Set clear expectations for
transition period and
necessary materials.
-Read learning target with
students, highlighting key
vocabulary or phrases
-Set expectations for
watching a video. Play video.
-Lead lesson on fractions on
a number line. (see above
for more step by step
procedures)
-Introduce independent
practice activity. Respond to
student, and if necessary, do
an example problem
together. Tell students what
they can do when they are
finished.
-Facilitate learning
environment. Help students
-Students will participate in -No data collected yet, but
count around and respect data will be collected
peers’ thinking time. through an exit ticket to
-Students will transition check for understanding.
quickly and quietly, Also, throughout the lesson
grabbing the necessary and independent practice, I
materials. will observe students and
-Students will read learning document their progress
target together with with the concept. Small
teacher. Students will groups will be created to
answer questions about meet with Ms. Johnson and
vocabulary or phrases. myself the following week
-Students will follow for re-teach if necessary.
expectations for watching a
video.
-Students will participate
and follow instructions
during concept
development.
-Students will listen when
given directions about the
independent practice.
-Students will ask questions.
-Students will work
independently and stay on
task. Students will ask
questions. Students will

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CEP Lesson Plan Form

stay on task by offering respond to differentiation.

reminders and support. -Students will complete exit
-Offer differentiation for ticket in 5 minutes, and
students who need then turn it in. If students
modifications and students finished early, they will
who need extensions. work on their area and
-Hand out exit ticket and perimeter packet.
give students 5 minutes to
complete.
-Students who are finished
can work on their area and
perimeter packet.
Closure The strategy I intend to use is:
Exit Ticket
I am using this strategy here because:
I am using an exit ticket because this will be an informal assessment of the
student’s understanding. Students will answer two short problems that model the
same format of the independent practice worksheet. This is an important strategy to
use because it gives me information and data about each student.
Differentiation Content Process Product Environment
Modifications: Teacher will Students who Students who Students with
meet one on receive receive modifications
one with modifications modifications will be
students to will be offered will only be directed to
read the support asked to side table or
problems or throughout the complete at side desks to
offer more entire lesson. I least 4 of the work, limiting
support. will re- questions distractions. A
explain, during group of
answer independent students will
questions, and practice. be pulled to
direct students work on the
during free carpet with me
time. for more

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CEP Lesson Plan Form

intensive
support.
Extensions: Students will Students will Students will Students will
have the be encouraged answer all six complete all
opportunity to to complete questions in of the
complete three the addition to at independent
extensions independent least practice at
problems. practice attempting their desks.
Students will completely on one to three They will not
have to their own. extensions be pulled for
expand their questions. small groups
thinking by and will be
providing the expected to do
fraction all of their
associated work on their
with the point own.
on the number
line. Students
will also
complete a
statement
comparing
fractions, a
topic related
to lessons
from the last
three days.
Assessment Exit Ticket: The exit ticket is the main form of assessment for this lesson. It will
measure the student’s understanding and representation of fractions on a number
line. Students who miss a significant amount of questions will be pulled for small
groups on Monday. Mrs. Johnson and I will each take a group and re-teach the
learning target.

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson
if you were to teach it again? Were there additional co-teaching strategies used
during the lesson not planned for initially? Please explain.

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Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this
lesson of importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs?
Exceptionalities? Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?
Name and Purpose of Lesson: Should be a creative title for you and the students to associate
with the activity. Think of the purpose as the mini-rationale for what you are trying to
accomplish through this lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials
will you need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by
the teacher to relate the experiences of the students to the objectives of the lesson, To put
students into a receptive frame of mind.
 To focus student attention on the lesson.
 To create an organizing framework for the ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the
minute they arrive to the minute they leave your classroom. Indicate the length of each segment
of the lesson. List actual minutes.
Indicate whether each is:
 teacher input
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice
o individual practice
 check for understanding
 other

Closure: Those actions or statements by a teacher that are designed to bring a lesson
presentation to an appropriate conclusion. Used to help students bring things together in their
own minds, to make sense out of what has just been taught. “Any Questions? No. OK, let’s move
on” is not closure. Closure is used:
 To cue students to the fact that they have arrived at an important point in the lesson or the
end of a lesson.
 To help organize student learning
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 To help form a coherent picture and to consolidate.

Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so
that they can be successful? To extend: If the activity is too easy for a child, how will you
extend it to develop their emerging skills? What observational assessment data did you collect to
support differentiated instruction?
Assessment (data analysis): How will you know if students met the learning targets? Write a
description of what you were looking for in each assessment. How do you anticipate assessment
data will inform your instruction?

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