Lesson Plan Format

School of Education
The College of New Jersey


Grade Level: 5
th
Grade, Mrs. Morrones Class
Instructor: Tanya Martindale
Lesson Essential Question: How can students learn how to make a line plot to display and analyze a data set
of measurements in fractions of a unit?
Standards:
5.MD.B.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use
operations on fractions for this grade to solve problems involving information presented in line plots. For
example, given different measurements of liquid in identical beakers, find the amount of liquid each
beaker would contain if the total amount in all the beakers were redistributed equally.
Learning Objective(s): To identify equivalent fractions on a number line and to create a
line plot.
Assessments:
There will be an on-going assessment as the students play the activity; placing a
fraction card on the number, the instructor will be able to tell what they understand.
They will have a worksheet to work through to tell whether they actually got the n
connection as to where to place the cards on the number line.

Materials: Fraction cards, rope clothesline string, tape, Everyday Math journals
Pre-Lesson Assignment/ Prior Knowledge: Do we remember a lesson a weeks ago where we
learned that fractions can be written in different terms? Each fraction can be written
in simplest form. For example, 6/9 is equal to 2/3. 2/3 is the simplest form.
Beginning Lesson:
We know that fractions can be written in simplest forms. It is easier to understand
that some numbers can be equivalent to each other; e.g. 4/4 is another way to write
1. To assist the students in better understanding that fractions can be written in
larger and simplest forms, they will play a game that will demonstrate some fractions
are equal to each other.
Instructional Plan:
o First the instructor will tell the students that they will do a sorting activity
today with fractions.
o A clothesline line will be tied from end of the room to the other side. And the
students will be given cards to attach to the clothesline. The clothesline will
already be setup with the simplest forms already labeled. The keys cards are 0,
,, ,1.
Ex. 0---------1/4-------------1/2----------3/4---------1

The instructor will direct the lesson by asking questions to get the students
thinking about how to look at fractions differently?
1. Who has a fraction equivalent to 1? (should be eight: 2/2, 3/3, 4/4,
5/5, 6/6, 8/8, 10/10, 16/16)
2. How do we know these fractions are all equivalent to 1? (the numerator
is equal to the denominator in each fraction).
3. Who has a fractions that are equivalent to ? (should have seven: ,
2/4, 3/6, 4/8, 5/10, 6/12, 8/16).
4. How do we know these fractions are all equivalent to ? The
denominator in each of these fractions is twice the numerator. The
number of spaces each .
5. Who has cards that show a fraction equivalent to ? (three: , 2/8,
3/12)
6. Who has cards that show a fraction equivalent to ? (three: , 6/8,
9/12)
7. Who has cards that show a fraction equivalent to 0? (three: 0/5, 0/10,
0/16)

o The instructor will ask students to volunteer to place the fractions that are not
equivalent to another fraction on the number line. (1/8, 3/8, 5/8, and 7/8)
o The instructor will ask the students how many different fractions were found
that were equivalent to the fractions that were on the number line in the
beginning of the activity.
o After that activity is finished have the children record data about the line plot
on their slates and turn and talk to find out other information.
Ask the students after they have copied the line plot information if
they can tell us ; which number on the line has the most
equivalent fractions?
What is the maximum value of the set of data? 1 What minimum
the value of the data set ? 0
What is the median?
How many cards are in the data set? 32
Challenge the students to work with a partner and find the mean
of the data set? The mean is found by adding all the numbers in
the data values, and then divide the sum by number of data
values.

For Homework: Math Journal 242A
For Differentiation: Math Box 7.10
Closure: For assessment, students will finish a worksheet that will ask them to plot the
fractions along the number line.