Intervention Plan

Student: Lucy Interventionist(s): Reanna Klein

Student Age: 9 Location of IV: Resource Room
rd
Student Grade: 3 Setting of IV: One-on-One
3.NF.2 . Understand a fraction as a number on the number line;
Grade Level State represent fractions on a number line diagram.
Standard:
Current Performance: The student’s current performance is below grade level. On the 4
questions that dealt with fractions on a number line, she only answered
one out of 4 right. On the assessment on fractions she scored a 7 out of
16, which is below the 10th percentile for the winter. This means she is
performing below 90% of other 3rd grade students.
Long Term Annual Lucy will accurately label 10 randomly given fractions onto a number
Goal: line with 80% accuracy by February 12, 2025.
Benchmark Goal: By April 2024, Lucy will match the written fraction to the correct
fraction blocks 8 out of 10 times, as measured by a Fraction
Identification Bingo Game (link attached below).

Intervention: Resource Room Alignment: This student has a low concept

Manipulatives (CRA) of what written fractions
with explicit instruction are/what they mean. Using
and Braining Camp for manipulatives and braining
some fun interactive camp will give her something
practice concrete to relate to the
written fraction.
https://drive.google.com/file/d/1ZC4nnI33oroy71janmVFc2LAbF1X5U1h/view?usp=sharing

Scope and Sequence

Topic Specific Skill(s) Number of Sessions Minutes
Introduction to Lucy will learn and understand 2 15
Fractions the concept of fractions being
parts of a whole. This will be
done by using real-life object
examples like pizza and cake
Identifying Lucy will identify and label the 2 15
Fractional Parts numerator and denominator in
fractions. Knowing the parts of a
fraction is important before going
further.
Using Fraction Lucy will play around with the 5 15
Blocks with Verbal fraction blocks. Seeing how many
Directions of each type of fraction make up
(Concrete) the one whole. Teach Lucy the
 concept of why 1/3 is 1/3 (you
need 3 of them to equal one
whole, they are split into 3 equal
parts)
Drawing Fraction Lucy will draw what’s happening 5 15
Bars (Concrete with with our fractions blocks onto a
Representational) piece of paper. (ex. She’ll draw
one whole bar. We put 2 of the ¼
blocks on our fraction block, now
she draws that on her piece of
paper and shades it in)
Matching Written Lucy will match written fractions 5 15
Fractions to Fraction to the correct fraction blocks.
Blocks (Concrete
with Abstract)

Data Collection
Plan: After each lesson, we will play a bingo game (Link attached). At the beginning we may not
play until there is a bingo but do at least 10. I will keep track of how many she is getting correct
by making tallies on a piece of paper (or using a clicker/laptop). I will keep track of how many I
asked in total by collecting only the ones I asked in a separate pile.
https://drive.google.com/file/d/1ZC4nnI33oroy71janmVFc2LAbF1X5U1h/view?usp=sharing

Sheet:
Student Name: Lucy
Interventionist Date How Many How Many Accuracy Notes
Asked Gotten Right Percentage

Instructional Sessions
Session: 1 & 2 Topic: Introduction to
Fractions
Skill: Student will learn and Materials: -Picture of a pizza
understand the concept of -Picture of a cake
fractions being parts of a -Marker/pen
whole. This will be done -Scissors
 by using real-life object
examples like pizza and
cake
Opening: Give examples of splitting the pizza and cake with her
Model: Show the picture of the pizza and discuss the concept of a whole as the entire
pizza before it’s cut. Cut the pizza into slices (half, fourths, sixths, eights).
Explain that each slice is part of the whole pizza and we call those pieces
fractions. Write the fractions on the front or back of the slices. Practice
taking 2 of the 6 pieces away and say you took 2/6 of the pizza (or 1/3 if
applicable). Continue with the other types of fractions.
Practice Student will practice cutting the cake into different equal parts just like how
Opportunities: we did with the pizza. Student will draw lines on the cake to divide it into
equal parts before cutting. Student will write the fraction on the back/front of
the pieces to represent the amount they are. Provide feedback and help as
necessary ensuring student understands how the slices represents fractions of
the whole.
Ending: Show a picture of a cake cut in fourths and ask her how many pieces it is
now cut into.
Answer: 4 pieces

Session: 3 & 4 Topic: Identifying Fractional

Parts
Skill: Student will identify and Materials: -White board
label the numerator and -White Board marker
denominator in fractions. and eraser
Knowing the parts of a
fraction is important
before going further.
Opening: Relate back to previous sessions on what fractions are - they are pieces of a
whole. Now we’re learning and labeling what the parts of a fraction are.
Model: Explicit instruction would look like drawing a fraction (1/2) on board.
Introducing that the top number (1) is called the numerator. This tells us how
many parts of the whole we have. Next introduce the bottom number (2) as
the denominator. This tells us how many parts the whole was divided/cut
into. Reference back to our pizza and cake pictures.
Practice Write on the board a fraction. Ask the student, “which number is the
Opportunities: numerator?” and “which number is the denominator?” Practice this a few
times with different fractions written on the board. Provide immediate
feedback by reinforcing the definitions of numerator and denominator.
Ending: Ask student what the denominator in a fraction tells us.
Answer: how many pieces the whole was cut into

Session: 5 - 10 Topic: Using Fraction

Blocks with Verbal
Directions (Concrete)
Skill: Student will play around Materials: -Fraction Blocks
with the fraction blocks.
Seeing how many of each
type of fraction make up
the one whole. Teach
Lucy the concept of why
½ is ½ (you need 2 of
them to equal one whole,
they are split into 2 equal
parts)
Opening: Relate back to previous sessions and ask student what they remember about
what the numerator and denominator tell us. Introduce that they will be
playing around with fraction blocks.
Model: Explicit instruction would look like showing the student how to use the
fraction blocks. Show and explain to student that the fraction block with the
1 on it represents one whole. Then show how the two ½ blocks make up the
whole. The denominator is a 2 because there are two equal pieces that make
up the 1 whole.
Practice Ask student to make a whole with ¼, 1/3, 1/5, etc. Discuss their observations
Opportunities: by asking how many blocks they used depending on the size fraction blocks.
Discuss how they are different. For later sessions and extra practice, have
student explore fraction blocks on Braining Camp.
Ending: Ask student what it means when we say a fraction like 1/3. Student is
encouraged to answer in their own words.
Possible answer: a whole is split into 3 equal pieces all equaling one third of
the whole.

Session: 11 - 15 Topic: Drawing Fraction

Bars (Concrete with
Representational)
Skill: Lucy will draw what’s Materials: -Fraction Blocks
happening with our -Blank paper
fractions blocks onto a -Pencil
piece of paper. (ex. She’ll -Crayons or Colored
draw one whole bar. We Pencils for shading
put 2 of the ¼ blocks on
our fraction block, now
she draws that on her
piece of paper and shades
it in)
Opening: Relate back to previous sessions by asking what the fraction ¼ means/tells
us. Introduce to the student they will be using the fraction blocks and
representing them by drawing them on a piece of paper.
Model: Explicit instruction would look like reminding them the fraction block with a
1 on it represents one whole unit. Draw on your paper (or board) a long
rectangle that would represent the 1 whole fraction block. Start off by using
 ½ as the example. Use the fraction blocks to show ½ on top of the whole
fraction. Now divide the drawn rectangle into 2 equal parts. Explain to
student why you are splitting it where you are. Shade ½ of the fraction bar
you split into halves. Show 2 more examples using fractions of your choice.
(Show a non-example by splitting it into 2 unequal parts and have the
student tell you why that’s wrong).
Practice Have student draw 5 long rectangles on a paper that represent the 1 whole
Opportunities: fraction block. Give student 5 fractions blocks of your choosing (one at a
time) for them to represent on their paper. For example, ask student to place
two ¼ blocks on the whole fraction block and to mimic the setup by shading
in parts of the 4 in their drawing. They can then explore drawing and
representing some of their own if they have time. Feedback and assistance
will be given if and when a student makes a mistake by ensuring students
drawings correlate with the fraction blocks.
Ending: Show the student a rectangle split into 5 equal pieces. Shade in 2 of them and
ask the student the amount of the shaded in pieces.
Answer: 2/5

Session: 16 - 20 Topic: Matching Written

Fractions to Fraction
Blocks (Concrete
with Abstract)
Skill: Student will match written Materials: -Name that Fraction
fractions to the correct Game (link below
fraction blocks. table)
Opening: Relate back to previous sessions by reviewing what fractions are (parts of a
whole). Ask student when they have seen or used fractions in their daily life
(this makes it more relatable).
Model: Explicit instruction would look like matching written fractions to their
corresponding visual representations using the Name that Fraction Game.
Emphasize to the student that the goal is to reinforce their understanding of
fractions by matching the written fraction to the concrete objects we’ve been
using. Do at least 2 or 3 of them by matching correct (or incorrect) fractions
to their picture.
Practice Have them play the game on their own now! Provide feedback or corrections
Opportunities: as necessary by asking what the student was thinking, or why they matched
those two pieces together. For extra practice, have student make up their own
matching game for a peer to play!
Ending: Highlight the importance of understanding both numerical and visual aspects
of fractions. Ask student to write the fraction from the visual that you show
them. Ex. Picture shows 3 shaded rectangles out of 5. Ask student to write
the fraction this picture represents.
Answer: 3/5
https://drive.google.com/file/d/1nStxCSH5eg0TBDYuwPMNCicTWYcLYa0b/view?usp=sharin
g
Progress Monitoring
Graph:

Narrative:
After intervention on fraction, Lucy has made significant progress thus far. We are hoping to see
continued progress on this benchmark to ensure mastery of this skill. She has met her benchmark
goal earlier than projected. We will continue intervention, so she can meet her next benchmark
goal.