Task 1B) Learning Segment Component: Lesson 1

Date of
Lesson:
02/03/14
Grade Level:

3
rd
Grade Subject: Mathematics Lesson
Plan #:
1
Lesson Title: Big Idea, Essential
Question, or Theme
Understanding fractions as equal parts to a whole.
Common Core State Standard
and/or State Standards:
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 parts of size 1/b.
Learning Targets/Objectives:
Consider active verbs such as identify,
analyze, interpret, predict, evaluate,
etc. when writing. For example:
The students will ______ (content
of standards
above) by _______ (how will you
know students
met this standard - what is your
criteria?)
Learning Target: Students will understand a fraction as the quantity
formed by one part when a whole is divided into equal parts.

How students will meet the learning target: Students will begin to
develop strategies to identify fractions and understand their
relationships. They will analyze the different ways that a whole can be
partitioned into equal parts. These parts will be interpreted into a
fraction; the student will identify the numerator and denominator. For
example, the student would identify 2/b as two equal parts out of the
whole b. Students' participation in class discussions and creating
fraction flags and describing them in fractional terms, will assess their
knowledge of the learning target. Student's voice will help me
evaluate their understanding and reveal how they've begun to build
an understanding of fraction concepts.

Learning objective looked for in student voice:
I understand a fraction as the quantity formed by one part when a
whole is divided into equal parts. I will use this knowledge to interpret
and represent fractions.
Academic Language: Outline how
each of the following are met:
1) VocabularyList subject specific
words, symbols, and phrases that are
critical to students understanding the
lesson;
2) FunctionDescribe how language
is being used;
3) DiscourseExplain how you will
communicate these necessary terms;
4) SyntaxInclude any formulas (eg.
7y = 21) or structures (eg. Sentences)
used.
1) Vocabulary terms will be described to students at the beginning of
the lesson.
The term fraction is the comparison of equal parts to a whole.

The term numerator is the top number of a fraction that tells the
number or equal parts considered.

The term denominator is the bottom number of a fraction that tells the
number of equal parts in the whole.

Language function: In this lesson segment students will learn to
describe, explain, represent, and write fractions. In addition, they will
be given opportunities throughout this lesson to use the selected
language function model.

2) The vocabulary listed above will be used to build students'
understanding of fractions. The terms numerator and denominator
will help students develop their understanding of how fractions are
represented. Students will recognize that the numerator and
denominator are two integers separated by a line (either horizontal or
slanted). Students will identify the different parts of a fraction in the
numerator and denominator. The denominator of the fraction will tell
students how many parts a whole is broken into while the numerator
tells them the number of equally sized parts contained in the fraction.
For example, in the fraction 1/3, the denominator 3 indicates that a
whole is partitioned into three equally sized parts while the numerator
1 indicates that we have one of those parts. The term fraction will
build upon students' prior knowledge of identifying and representing
fractions. Throughout this lesson segment students will be provided
with problems and models that help them identify and represent
fractions.

3) Students will participate in the discourse by being asked questions
and scenarios that help them further develop their understanding of
the terms fraction, numerator, and denominator. They will be asked to
define the term fraction based on their prior knowledge, and
demonstrate their understanding by giving an example of a fraction.
At the beginning of the lesson I will ask students, Why do you think
its important to understand fractions? to set a purpose for learning.
When introducing the term fraction, I will ask students to think of a
pizza. Students will be guided to recognize that the pizza represents
the whole of the fraction, written as the denominator. I will explain to
students that when we share a pizza each of us receives an equal
part of the whole pizza. Students will then recognize that the number
of parts that each person receives represents the numerator. This
explanation will provide students with a clear model of how to identify
and represent fractions with concrete objects. Students'
understanding of fractions will help them when working with fractions
in their everyday lives. Their knowledge of fractions will help them
decide how to share things equally and/or make sure everyone gets
the same amount.

4) Students will be introduced to fraction symbols that represent
fractions (i.e., written fractions and fraction pies). Students will
practice writing fractions using horizontal or slanted lines that
separate the integer numerator from the integer denominator.
Students will interpret fraction pies through reading them and drawing
them. In instructing students I will begin by using small fractions like
and to teach this concept. Throughout the lesson students will
be given opportunities to practice writing and identifying fractions.
Students will be provided activities that challenge them to design
fractions and explain fractional concepts in their own words.
Learning Activities: Choose a model of instruction based on your discipline. As you write, include the
following as part of your lesson:
Provide engaging opening activities that get at students prior knowledge;
Connect activities with your chosen learning objectives and note how you will communicate those to
students;
Organize activities using discipline specific headings (5Es, Notebook Model, Burns Model, etc.);
Include both individual and small group/pairs work;
Describe how ELL, IEP, 504 and other special needs students will receive personalized instruction;
Utilize both formative and summative assessment strategies throughout the lesson.
Time Activity
1:00 p.m.





















1:15 p.m.









1: 40 p.m.
(class ends
at 2:00 p.m.)
Introduce:
After students are seated quietly at their desks, I will ask them, What do you think a fraction
is? Student's responses will help me assess their prior knowledge, overall understanding, and
possible misconceptions about fractions. After listening to student's responses, I will present a
fraction PowerPoint (sample attached in task 1c). The PowerPoint will introduce the terms
fraction, numerator, and denominator. These terms will be broken down into understandable
concepts that allow students to make sense of fractions. Students will identify fractions as the
number of equal parts to a whole. They will recognize the numerator as the number of parts
considered and the denominator as the number of parts in the whole. Examples will be provided
to students that teach them how to identify and write fractions. At the end of the PowerPoint,
students will practice answering questions by writing their responses on a small white-board.
This activity will assess the student's understanding of the learning target. After completing this
activity I will ask students, what do you think the learning target is? If students are struggling
to recognize the learning target for this lesson, I will give an additional example by folding a
piece of paper into fourths. After having students identify the whole as the 4 pieces, I will cut
the paper into the four sections. The pieces of paper will be passed out, giving students a
different number of pieces. For example, student A received two pieces, student B received
one, and student C received one. The class will then be asked the following questions: What
fraction of the whole did student A receive? Student B receive? And student C receive? This
additional activity will provide my struggling students, students with IEP's, or students with other
learning needs a visual-aid that helps them identify the meaning of fractions.

Explore:
Next, students will be divided into groups of threes (or two's if necessary) to design a country
flag. The class will be shown examples of different flags and the fractions that are represented.
Each group will be given a white piece of construction paper as the background for their flag.
Students will use markers to draw designs such as circles, stripes, or stars to represent a
fraction. They will be instructed to represent a flag using a denominator between fifths and
ninths. After completing their flag, they will be asked to write three statements explaining its
fractional qualities. For example, if their flag was purple, green, and blue striped. They could
say, My flag is 1/5 green, 2/5 purple, and 2/5 blue.

Summarize:
After completing their flag, each group will present their flag using fractional terms to the rest of
the class. Each student in the group will be asked to present one of their statements that
describe their flag as a fraction. This will provide me with evidence that students have met the
learning target and are beginning to deepen their understanding of fractions.

After presenting their flags, I will ask students a series of questions that assess their
understanding of the learning target. The class will discuss the different methods they used to
create their flags. Students will demonstrate an understanding of the terms fraction, numerator,
and denominator. If students are struggling to define these terms, I will prompt them with
further questions to help them recognize their flag as a fraction.

At the end of the lesson, an exit ticket will be given to assess students knowledge and
understanding of the learning target. Before students transition to the next subject area, they
have to hand in their ticket filled out with an answer to a question, a solution to a problem, or a
response to what they learned from the lesson. I will use students responses to help me
assess whether or not students met the learning target. This activity also provides students
with evidence of whether or not they developed an understanding of the learning target. After
examining the tickets, I will sort them into piles that demonstrate students that have grasped the
learning target and students that didn't understand or were struggling with the learning target.
This will help me know which students need additional help and how to better group students in
the next learning segment of this unit.
Grouping Students for Instruction: Specify how you will select the groups based on size, mix of cultural,
gender, SES, learning styles, etc. as appropriate.
Students will be instructed as a group and collaborate as a class about fractions and their qualities. The
students will then be asked to work in groups of threes to create flags that represent fractions. For students
struggling with the lesson or if they have an IEP I will group them with non-struggling peers (note: in this lesson
segment there are no ELL or 504 students). If groups need extra assistance, I will guide them in thinking of
different ways they can create a flag to represent a fraction. If students still struggle writing and interpreting
fractions, I will re-teach the learning target to fit their individual learning needs.
Instructional Materials, Resources, and Technology: Include all resources needed for the lesson including
copies of materials for students to complete.
Computer for the PowerPoint, PowerPoint file, projector, 19 small white-boards and dry erase markers for each
student, variety of colored paper, markers, example of a flag, and objects/manipulatives used to represent
fractions for struggling students and/or students with IEP plans.
Assessment Tools and Procedures: How will you know the students have achieved each learning target
chosen for this lesson above? Consider what formative and summative assessment strategies you will use.
Attach blank copies of assessment materials used in your lesson. Provide the criteria for assessments used
such as rubrics or other scoring guides.
Students will be expected to begin to understand the terms fraction, numerator, and denominator. The learning
target will be explained to students at the beginning of the lesson and as they view the PowerPoint. At the end
of the PowerPoint, student's understanding of the content will be assessed. I will ask them questions about
fractions that demonstrate their understanding of the learning target for this lesson. Informal observations will
be made of individuals as they work in groups to create their flag and present to the class about their fraction
flag. This will provide students with the opportunity to voice their understanding of fractions to the rest of the
class. In addition students will be assessed formally by completing and turning in their exit ticket. This ticket
will briefly quiz students over the learning target and determine whether or not they developed an
understanding of fractions.
Educational Theories and/or Theorists: Include the names of at least three theories and/or theorists from
whom you have gained information in planning this lesson. Describe how those theories inform your teaching.
Cite references in your lesson activities.
The structure of this lesson is based on Burns (2007) lesson format of developing a lesson into three parts;
introduce, explore, and summarize. Following Dewey's (1938/1998) philosophy of prior knowledge I structured
the questions in my lesson to help me develop a personal connection with my students. Before beginning my
lesson I ask students, What do you think a fraction is? This will help me to recognize their prior knowledge
before having them engage in the learning task. The exploring section in my lesson follows Bruner's (1960)
ideas on discovery learning. By allowing students to represent fractions through the task of creating flags, I
provided them with an opportunity to discover on their own.




Task 1b) Learning Segment Component: Lesson 2
Date of
Lesson:
02/04/14
Grade Level:

3
rd
Grade Subject: Mathematics Lesson
Plan #:
2
Lesson Title: Big Idea, Essential
Question, or Theme
Fractions of a Set
Common Core State Standard
and/or State Standards:
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 parts of size 1/b.
Learning Targets/Objectives:
Consider active verbs such as identify,
analyze, interpret, predict, evaluate,
etc. when writing. For example:
The students will ______ (content
of standards
above) by _______ (how will you
know students
met this standard - what is your
criteria?)
Learning Target: Students will understand a fraction as the quantity
formed by one part of a set of objects.

How students will meet the learning target: Students will identify
fractions of a set. They will begin to recognize fractions within a set or
group of objects. Students will analyze different ways that a set can
represent a fractional quantity. Students will be expected to analyze a
set of objects and interpret the parts into a fraction; the students will
identify the number of objects in the set as the denominator and the
number of parts they are considering as the numerator. For example,
the student would identify eight objects within the set as the
denominator and the two blue objects within the set as the numerator.
Students would then recognize that the number of blue objects in the
set is represented by the fraction 2/8.

Learning objective looked for in student voice:
I understand a fraction as the quantity formed by one part of a group
of objects. I will use this knowledge to interpret and represent
fractions of a set.
Academic Language: Outline how
each of the following are met:
1) VocabularyList subject specific
words, symbols, and phrases that are
critical to students understanding the
lesson;
2) FunctionDescribe how language
is being used;
3) DiscourseExplain how you will
communicate these necessary terms;
4) SyntaxInclude any formulas (eg.
7y = 21) or structures (eg. Sentences)
used.
1) Vocabulary:
The term fraction will be understood as part of a set of objects.
Students will recognize the denominator as the total number of parts
in the set and the numerator as the number of parts considered.
The term set will be recognized as the part of the fraction that makes
up a whole. They will identify the set as the whole of the fraction, also
known as the denominator.

The term numerator will be defined as the top number of a fraction
that tells the number of equal parts considered.

The term denominator will be defined as the bottom number of a
fraction that tells the number of equal parts in the whole.

Language Function: In this lesson segment students will explain,
describe, represent, compare, and model fractions within a set.

2) The vocabulary listed above will be used to enhance students
knowledge of fractions within a set. Students will understand the term
fraction as a quantity from a set that is divided into equal parts or
classified into groups. For example, students will recognize the
fraction of girls and boys there are in their class. In this scenario
students will identify the number of girls or boys in the class as the
part of the fraction, written as the numerator. Next, they will identify
the number of students in the class as the set, written as the
denominator.

3) Students will participate in the discourse by being asked questions
that further their understanding of fractions of a set. Students will be
given the opportunity to explore fractions of a set by completing the
assignment Fun Fractions with M&M's. Before beginning this task,
students will be introduced to fractions of a set with M&M's as a
model. After placing the M&M's under the document camera I will ask
student to answer a series of questions that scaffold their learning;
how many M&Ms are there all together?, how many M&Ms are red?
Can you tell me what fraction of M&Ms are red out of this set? These
questions will guide students to interpret fractions as a set and build
on their knowledge of fractions. In helping students recognize how
fractions are part of their everyday lives I'll ask them to think of
objects that can be written as a fraction of a set. For example,
students responses may consist of some of the following; a dozen
cookies, the number of students in our class, and/or skittles. By
allowing students to recognize fractions in their daily surroundings it
will help them develop a purpose for learning and deepen their
understanding of fractions.

4) At the beginning of the lesson students will identify fractions
represented in a fraction pie and written in standard form. Students
will use manipulatives (M&Ms) to recognize fractions within a set.
Students will write fractions using horizontal or slanted lines to
separate the integer numerator from the integer denominator.
Students will write the numerator as the part of a set and the
denominator as the number of objects in the set. Students will be
given opportunities to practice identifying fractions of a set by
identifying the objects shown under the document camera.
Learning Activities: Choose a model of instruction based on your discipline. As you write, include the
following as part of your lesson:
Provide engaging opening activities that get at students prior knowledge;
Connect activities with your chosen learning objectives and note how you will communicate those to
students;
Organize activities using discipline specific headings (5Es, Notebook Model, Burns Model, etc.);
Include both individual and small group/pairs work;
Describe how ELL, IEP, 504 and other special needs students will receive personalized instruction;
Utilize both formative and summative assessment strategies throughout the lesson.
Time Activity
1:00 p.m.




Introduce
After students are seated quietly at their desks, they will be invited to play a math game that
reviews what they already know about fractions. Each student will be given an, I Have Who
Has fraction card. The person whose card says, I have the first card, will start the game.
The cards will ask students to identify written fractions and fraction drawings. On each card












1:15 p.m.

















1:40 p.m.
(class ends
at 2:00 p.m.)





there will be a written fraction like and fractional drawings. Students will be expected to
identify the fraction associated with the picture (game cards attached in task 1C). After students
complete the review game, I will introduce to them the learning target. Students will recognize
the learning target as developing an understanding of a fraction as a quantity formed by a group
of objects. Next, I will instruct students by using the document camera. Students will be
provided with sample problems of fractions of a set. I will demonstrate to students how to
recognize and classify fractions of a set. For example in one of my illustrations, I will show
students a picture of eleven marbles and ask them to identify what fraction of the marbles are
blue, red, and yellow. These types of sample problems will introduce students to the learning
target and prepare them for the next task of completing the, Fun Fractions with M&Ms
worksheet.

Explore
Next, students will be divided into groups of two's. Each student will be given a small bag of
M&M's and asked to count out 15 M&Ms from their bag. Students will each complete the, Fun
Fractions with M&M's worksheet (see attached in task 1C) and compare their results with their
partner(s). Students will be asked to work through a sample question as a class. I will place a
set of M&M's under the document camera and ask students to answer the following questions;
what fraction of the M&Ms are orange, what fraction of the M&Ms are green, and which color of
M&M represents the smallest fraction. Students will then work through the Fun Fractions with
M&Ms worksheet, comparing and contrasting their answers with their partners. First, students
will guess the number of M&M's in their package. Next, students will count out fifteen M&Ms
from their bag, recognizing this number as the denominator. As students work through their
worksheet they will be asked what fraction of the M&M's are of each color. Students will
compare fractions with their partner, recognizing who has a larger or smaller fraction of each
M&M color. Students will then be asked to eat one of each color M&M and then re-count the
remaining candy, giving them a new denominator. Students will continue to answer questions
that change their fraction of M&M's. At the end of the lesson, students will be asked to identify
their largest and smallest fractions.

Summarize
After every group has completed their worksheet, we will discuss our findings as a class. I will
ask students to identify their largest fraction of M&Ms. Then I will ask students to tell me who
had the largest and smallest fractions out of their group. I will continue this process until
everyone has had an opportunity to respond. As students respond to this question, I will
assess their understanding of the value of fractions and whether or not they can recognize
which fraction is larger or smaller. If students are struggling with understanding this concept, I
will use the M&M's to illustrate. I will sort out five M&M's and give a student one M&M and ask
them, What fraction of my M&M's did I give you? After they correctly respond I will give the
student four M&M's and then ask, What fraction of my M&M's did I give you this time? Then I'll
ask them, what fraction is larger 1/5 or 4/5? This will allow the student and the class to visually
see which fraction is bigger. Note, if my IEP students are still struggling with identifying
fractions I will prompt them with questions to help them arrive at an answer.

After students discuss the M&M worksheet they will each be provided with a Fraction Hunt
worksheet to encourage learning outside of the classroom environment. This worksheet will
ask students to find a set of objects in their house, draw the set of objects, and write two
different fractions describing their set of objects. Students who complete this task will be given
the opportunity to share what theyve found during the next class period.

At the end of the lesson, an exit ticket will be given to assess students knowledge and
understanding of the learning target. Before students transition to the next subject area, they
have to hand in their ticket filled out with an answer to a question, a solution to a problem, or a
response to what they learned from the lesson. I will use students responses to help me
assess whether or not they have met the learning target. This activity also provides students
with evidence of whether or not they developed an understanding of the learning target. After
examining the tickets, I will sort them into piles that demonstrate students that have grasped the
learning target and students that didn't understand or were struggling with the learning target.
This will help me know which students need additional help and how to better group students in
the next learning segment of this unit.
Grouping Students for Instruction: Specify how you will select the groups based on size, mix of cultural, gender, SES,
learning styles, etc. as appropriate.
Students will be instructed at the beginning of the lesson as a group and then they will be divided into groups of
two to complete the, Fun Fractions with M&M's worksheet. The students will work individually and collaborate
with their partner about how their answers are different and similar. For students struggling with the lesson or if
they have an IEP, I will give them extra assistance from myself or from a peer (note: in this lesson segment
there are no ELL or 504 students). If students are still struggling, I will re-teach the learning target to fit their
individual learning needs.
Instructional Materials, Resources, and Technology: Include all resources needed for the lesson including copies of
materials for students to complete.
Fraction I Have, Who Has game cards, document camera, instructional materials shown under document
camera (example: balloons, straws, beads, etc.) Fun Fractions with M&M's worksheet, M&M's in ziplock bag for
each student, Fraction Hunt Worksheet, Exit Ticket.
Assessment Tools and Procedures: How will you know the students have achieved each learning target chosen for this
lesson above? Consider what formative and summative assessment strategies you will use. Attach blank copies of assessment
materials used in your lesson. Provide the criteria for assessments used such as rubrics or other scoring guides.
Students will be assessed throughout the lesson through observation. At the end of the lesson, they will be
asked to turn in their worksheets and I will use their responses to further assess each individual. As I teach the
lesson, I will take notice of students' questions and responses to make sure they understand the learning
target. I will listen to student voice when they're discussing, comparing and contrasting their M&M fractions
with their partners. The discussion at the end of the lesson will help me understand students' knowledge of
fractions and whether or not they need further instruction. The exit ticket will provide me with additional
feedback on how students can take a learned concept and apply it to a similar scenario. I will know students
have reached the learning target if they demonstrate an understanding in class discussions, complete the M&M
worksheet with few errors, and are able to apply the learned information to a similar scenario when completing
the exit ticket.
Educational Theories and/or Theorists: Include the names of at least three theories and/or theorists from whom you have
gained information in planning this lesson. Describe how those theories inform your teaching. Cite references in your lesson activities.
The structure of this lesson is based on Burns (2007) lesson format of developing a lesson into three parts;
introduce, explore and summarize. In this lesson I also follow Burns (2007) philosophy of teach for
understanding. I planned my lesson in a way that built on student understanding; I started with examples that
allowed students to build on their understanding of fractions as a set. My strategies for instruction were based
on Lamberg's (2013) philosophy of whole class mathematics discussion to improve students mathematical
thinking and learning. Bruner's (1960) ideas on discovery learning, inspired me to use M&Ms as a manipulative
in building students understanding of fractions of a set.



Task 1b) Learning Segment Component: Lesson 3

Date of
Lesson:
02/06/14
Grade Level:

3
rd
Grade Subject: Mathematics Lesson
Plan #:
3
Lesson Title: Big Idea, Essential
Question, or Theme
Fractions represented as parts of a group
Common Core State Standard and/or
State Standards:
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 parts of size 1/b.
Learning Targets/Objectives:
Consider active verbs such as identify,
analyze, interpret, predict, evaluate,
etc. when writing. For example:
The students will ______ (content of
standards
above) by _______ (how will you
know students
met this standard - what is your
criteria?)
Learning Target: Students will understand a fraction as the quantity
formed by one part when a whole is partitioned into equal groups.
How students will meet the learning target: Students will identify
fractions as parts of a group. Students will be given sample problems
to analyze and interpret fractions within a group. I will introduce them
to this concept by explaining how to group objects into even groups.
Students will be asked prompt questions that encourage them to
explore this concept. I will ask students, If I have four cookies and
want to share them with four friends how many cookies does each
friend get, so that everyone has an equal amount? By asking
students questions that apply to their own lives it will help them be
able to identify and interpret fractions of a group. As students build on
their prior knowledge of fractions, they will be able to recognize how to
write and interpret fractions as part of a group. Students will recognize
the denominator as the number of equal groups there are within the
set of objects while recognizing the numerator as the number of equal
groups we are thinking about. For example, students will identify 3/b
as three equal groups out of the whole number of groups in the set,
meaning there are b number of equal groups and they are
considering 3 of those groups. By students participation in class and
their ability to sort objects into groups and identify the number of equal
groups as the denominator and the number of groups they're
considering as the numerator, I will know they have me the learning
target. My criteria for this lesson is for students to take part in class
discussions and demonstrate their understanding through modeling
the learning target in sample problems by using counters.
Learning objective looked for in student voice:
I understand a fraction as the quantity formed by parts of a group. I
recognize the denominator as the number of equal groups in the set
and the numerator as the number of groups I'm considering. I will use
this knowledge to help me equally group objects and identify and
classify them into fractional quantities.
Academic Language: Outline how
each of the following are met:
1) VocabularyList subject specific
words, symbols, and phrases that are
critical to students understanding the
lesson;
2) FunctionDescribe how language
1) Vocabulary:
The term fraction will be described to students as representing parts of
a group.

The term numerator is the top number of a fraction that tells the
number of equal groups considered.

is being used;
3) DiscourseExplain how you will
communicate these necessary terms;
4) SyntaxInclude any formulas (eg.
7y = 21) or structures (eg. Sentences)
used.
The term denominator is the bottom number of a fraction that tells the
number of equal groups there are in the set.

The term set represents the set of objects being considered. Students
will recognize the number of equal groups as a set that represents one
whole.

The term group is defined as an equal set of objects. Students will
learn to group objects into equal sets.

Language function: In this lesson segment students will learn to
describe, explain, model, and sort items into a group. Students will
compare and contrast fractions as parts of a group and analyze which
fractions are bigger and smaller.

2) The vocabulary listed above will be used to build on students prior
knowledge of fractions. Students will be introduced to the term group
so that they understand the concept of grouping a set of objects into
equal groups. Students will begin to recognize that the total number of
groups represents the denominator while the number of groups we are
thinking about represents the numerator. Students will identify how a
set of equally grouped objects represents the whole of a fraction. The
students will be provided sample problems and models that help build
their understanding of a fraction as part of a group. For example,
students will group six objects into two equal groups; recognizing that
each group would receive three objects. Students would then
recognize the denominator as two (the number of groups in the set)
and the number of objects they're considering as the numerator.

3) Students will participate in the discourse by being given sample
problems that allow them to explore the concept of fractions as parts of
a group. Students will demonstrate their understanding of the learning
target by using counters to sort objects into groups. When introducing
students to this concept I will provide them with sample problems that
build on their understanding. First, students will review the concept of
more than one object representing a whole. Students will then build on
this knowledge by understanding that the number of groups in a set
represent a whole. For example, students will recognize that if three
students each have two pencils that there are a total of three groups
seen as the whole. In this scenario, students will recognize the three
as the denominator and the number of groups they're considering as
the numerator. Students with the misconception that the total number
of objects in the group represents the denominator will be given
additional guidance in helping them realize that the number of equal
groups represents the denominator.

4) Students will use fraction symbols to represent fractions as parts of
a group. Students will write fractions as well as draw pictures
representing fractions of a group. During the lesson students will be
asked to group manipulatives into equal groups and write fraction to
solve problems. For example students will be asked, Sal makes a
batch of 12 cupcakes. He eats half of them. How many cupcakes did
he eat? In this problem students will use manipulatives or draw a
picture to show that half of the cupcakes would be represented as two
groups containing six cupcakes each.
Learning Activities: Choose a model of instruction based on your discipline. As you write, include the following as part of your lesson:
Provide engaging opening activities that get at students prior knowledge;
Connect activities with your chosen learning objectives and note how you will communicate those to students;
Organize activities using discipline specific headings (5Es, Notebook Model, Burns Model, etc.);
Include both individual and small group/pairs work;
Describe how ELL, IEP, 504 and other special needs students will receive personalized instruction;
Utilize both formative and summative assessment strategies throughout the lesson.
Time Activity
1:00 p.m.




















1:15 p.m.










1: 40 p.m.
(class ends
at 2:00 p.m.)

Introduce:
As a class students will review what they already know about fractions. After reviewing I will
instruct students by explaining the concept of equally grouping objects. Students will begin to
recognize that the number of groups represents the denominator while the number of groups we
are thinking about represents the numerator. I will begin the lesson by modeling problems on the
white-board at the front of the room. Students will be asked to respond to questions and take
turns explaining how they arrived at the answer. Students will then be given individual white-
boards. Next, I will provide students with prompt questions and ask them to individually respond
to the question by holding up their response on a white-board. This activity will provide me with
the opportunity to check for student understanding before moving on to the explore section of
this lesson. If students struggle understanding this concept I will re-visit our previous learning
targets to assist in building their understanding of the new learning target. This will help guide
students to understand that a group of objects can represent a part of a whole. For example, I
will begin by making sure students understand that if we have three objects they represent one
third, two thirds, and three thirds giving us one whole. Next, I will build on this understanding by
explaining and modeling to students that we can have more than one object in a group; meaning
that if we have three groups of two's that each group of objects would still represent one third,
two thirds, and three thirds (one whole). By building on students prior understanding of fractions
it provides struggling students with scaffolding through learning, which helps students link old
information to new knowledge

Explore:
Next, each student will be provided with counters to use individually at their desks. The class will
be shown prompt cards displayed under the document camera. Students will use their counters
to sort into groups. Using counters, as a manipulative will help visual learners understand the
relationship of grouping objects to find fractions. As students work to find their answers, I will
observe and ask them to share with me their thought process of finding an answer. In students
participation in this activity I hope they are able to build connections on their own and discover
the different methods you can use to arrive at the same answer. For example, in solving a
problem students will recognize that they can arrive at the answer through using multiplication,
division, physically grouping manipulatives, and/or drawing pictures that represent the scenario.

Summarize:
After completing the task cards students will be given the worksheet, Fraction Avenue to assess
their knowledge of the learning target. In this activity students are asked to complete the map of
the street by answering questions about fractions. For example, students are asked to place a
for sale sign in 1/8 of the houses yards and draw trees in front of half of the houses. After
completing the given fraction problems, students will be asked to write two of their own fraction
problems and add them to their neighborhood. After students have completed the assignment
they will find a classmate in the room to share their fraction neighborhood with. Next, I will ask
three students to volunteer to show us the two fraction problems they added to their map. While
students are presenting their map I will ask them to explain to us how they grouped the houses to
write the given fraction. For example, if the student drew a cat in 3/4 of the houses windows they
may explain to the class that they grouped the houses into four groups of two's and then drew a
cat in three of the groups windows, giving six of the eight houses cats in a window.

At the end of the lesson students will be given an assessment to assess what they have learned
from this unit. This assessment provides students with evidence of whether or not they developed
an understanding of the learning targets from this fraction unit. After examining students
individual assessments, I will be able to determine which students grasped the concepts in this
unit and which students still need additional instruction to understand the learning targets.
Grouping Students for Instruction: Specify how you will select the groups based on size, mix of cultural, gender, SES, learning
styles, etc. as appropriate.
Students will be instructed at the beginning of the lesson as a group. Students will work individually and
collaborate as a class when completing the task cards. Students will individually use counter manipulatives to
help them understand the process of grouping objects. Students will individually complete the worksheet,
Fraction Avenue Students will be grouped into pairs to share and discuss how their fraction neighborhoods are
similar and different. At then end of the lesson I will select three students; at least one of the students selected to
share will have an IEP plan. For students struggling with the lesson or if they have an IEP, I will give them extra
assistance from myself or from a peer (note: in this lesson segment there are no ELL or 504 students). If a
student still struggles, I will re-teach the learning target to fit their individual learning needs.
Instructional Materials, Resources, and Technology: Include all resources needed for the lesson including copies of
materials for students to complete.
Document camera, white-board at the front of the room, dry-erase markers for each student, individual white
boards for each student, counters for each student, Task Cards, Fraction Avenue worksheet, Unit Assessment,
and Student Self-reflections.
Assessment Tools and Procedures: How will you know the students have achieved each learning target chosen for this
lesson above? Consider what formative and summative assessment strategies you will use. Attach blank copies of assessment materials
used in your lesson. Provide the criteria for assessments used such as rubrics or other scoring guides.
Students will be assessed throughout the lesson through observation. When students respond to task cards I will
observe how they arrive at the right answers. At the end of the lesson, they will be asked to turn in their Fraction
Avenue worksheets and I will use their responses to further assess each individual. As I teach the lesson, I will
take notice of students' questions and responses to make sure they understand the learning target. I will listen to
student voice when they're discussing, comparing and contrasting their fraction avenue worksheet with their
partner. The exit ticket will provide me with additional feedback on what students learned from this fraction unit.
I will know students have reached the learning target if they demonstrate an understanding of the learning targets
throughout this unit and are able to apply previous learned concepts to the fraction avenue worksheet.
Educational Theories and/or Theorists: Include the names of at least three theories and/or theorists from whom you have
gained information in planning this lesson. Describe how those theories inform your teaching. Cite references in your lesson activities.
The structure of this lesson is based on Burns (2007) lesson format of developing a lesson into three parts;
introduce, explore and summarize. My strategies for instruction were based on Lamberg's (2013) philosophy of
whole class mathematics discussion to improve students mathematical thinking and learning. Bruner's (1960)
ideas on discovery learning, inspired me to use counters as a manipulative in building students understanding of
fractions as parts of a group. Following Dewey's (1938/1998) philosophy of prior knowledge I structured the
questions and activities in my lesson to build on what students already know or learned about fractions.