This is the second of two possible lesson plan formats that you can use for your observation.

The
Three Stage Inquiry format starts with children investigating a given problem situation. It is
important that you do the follow things when designing your lesson prior to submitting it to me.
● INSURE that it is YOUR lesson. While it is appropriate for you to talk with your cooperating teacher about the
lesson, you must be the person who writes it out.
● FULLY SCRIPT out your lesson. I should be able to follow your process matching what your lesson states and what I
see you doing in the classroom.
● PROVIDE written statements of how you are going to transition from one part of the lesson to another.
● INCLUDE question prompts and checks for understanding at each stage of the lesson.
● STATE how you are going to differentiate your lesson specific to the learning needs of your students.
● INCLUDE any handouts or worksheets that accompany your lesson.
● EDIT your lesson for mechanical mistakes, organization, and clarity of thought.
● SEND, via email to me, and UPLOAD your lesson to Canvas a day prior to when I am to observe you.

3 Stage Inquiry Lesson Plan Template

Teacher and Grade Level Standards of Mathematical Practice/NOS:

Mrs. Harper MP.2 Reason Quantitatively
3rd Grade MP.3 Construct argument
MP.6 Be precise
MP.7 Use Structure
Mathematics Domain/ Disciplinary Core Mathematics or Science Standard(s)
Ideas 3.NF.A.3d
Numbers and Operations- Fractions

Purpose: Students will use a number line to compare fractions. They learn that a fraction to the right of
another fraction on the number line is a greater fraction.
Lesson Topic Question(s):
How can you use a number line to compare fractions?

Know (concepts or ideas): Do (skills):

Fractions (numerator and denominator) Use a number line
Number lines Write fractions
Compare fractions with same denominator Use equal sign, less than sign, and greater than sign
and the same numerator
Represent equivalent fractions on a number
line
Equal too, less than, and greater than

Student Naïve Pre-Assessment

Conceptions/Misconceptions/Error Topic 13 Review what you know
Patterns:
Fraction comparisons are only valid when
the fractions refer to the same whole
Materials
Envision 13.6 lesson
Mimio
Number lines
Engage/Hook/Anticipatory Set: How are you going bring the students into the lesson?
Review lesson 13.5 and how it applies to today’s lesson.
Yesterday we used the benchmarks on a number line to compare fractions and today we will be
comparing fractions on the number line that are different than the benchmarks.

Stage 1: Explore Describe the investigation/problem the students will be doing that will allow them to
explore the topic in an open ended, hands on way.

Scripting Integrating Teacher Questions, Checks for Understanding, and Transitions

Solve and Share:
Read the question aloud to students:
Tanya, Riaz, and Ryan each used a bag of flour to make modeling clay. The bags were labeled ¾
lb, ¼ lb, and 2/4 lb. Show these fractions on a number line. How can you use the number line to
compare two of these fractions?
Give the students 3 minutes to work independently.
Walk around the room checking for who is getting it and who is not getting the concept. Look for
the students I will be calling on during the share part. Use these questions if needed:
How can you draw a number line that shows fourths?
What do you know about the value of numbers on a number line?

Stage 2: Explain Concept Development in Two Steps

1st Step: Discuss the results of the investigations/problems, work product and student’s insights and
record their information

Scripting Integrating Teacher Questions, Checks for Understanding, and Transitions

Ask who would like to share their answer. Have them say their answer aloud and them
come to the board to share. Try to find a variation in the way students solved the problem
so those that struggled can understand there is more than one way to do math.
Students should have labeled the three fractions on a number line, and know that ¾ is
bigger than the other two because the denominator is the same so you compare the
numerators. +6

2nd Step: Consolidate understanding through guided questioning, direct teaching, or modeling of
concepts based on the Step 1 discussion.

Scripting Integrating Teacher Questions, Checks for Understanding, and Transitions

You can use number lines to compare fractions with like numerators or like denominators.
A fraction that is located to the right of another fraction on a number line has a greater
value.

*Play the Visual learning video, and walk students through it

What is the same about the fractions? What is different?
What is another way to tell which fraction is greater? (When two fractions have the same
denominator, the fraction with the greater numerator is the greater fraction).

*Convince Me! Talia has an additional length of green ribbon that measures 3/6 yard. How
can you use the number line to compare the length of the green ribbon to the lengths of the
blue and red ribbons?
Ask students what they notice about the fraction 3/6? (3 is half of 6) so that fraction would
be at the benchmark of ½ on a number line.
Stage 3: Extend Students apply what they have learned to a new context.

Scripting Integrating Teacher Questions, Checks for Understanding, and Transitions

Guided Practice:
When two fractions refer to the same whole, what do you notice when the denominators
you are comparing are the same? (I can compare their numerators or use one number line
to compare them)

Write a problem that compares two fractions with different numerators?

(Write some student responses on board and have other students say theirs orally)

Compare fractions using <,>,=

Use the given number line and fractions to have students find the answer. Begin to make
the connection of how different denominators can be compared.

Before allowing students to do their independent work. Do problems #10 and #14 together.
10. Randy wants to save $39. The table shows how much money he has saved. Explain how
you can use estimation to decide if he has saved enough money.
Ask students what we should do with $39? (Round to $40)
What would we round $14 to? ($10) $11? ($10) $22? ($20)
What’s next? (Add 10,10, and 20)= $40
Yes he has enough because the amount rounded is $40.

#11- remind students about the large and medium pizzas and them both being 8 slices.

Closure: How will you wrap up the lesson? Be sure to tie this back to the purpose and topic question.

Today we learned about comparing fractions using a number line. This will help us with our lesson
tomorrow where we will learn how to use fraction names to represent whole numbers.

Evaluation How will you evaluate the learning of the students? What method/rubric will be used? What
would be considered mastery of the concepts of the lesson. Remember, these have to tie back to the
purpose, topic question, and the standards given while also being an appropriate for kind of lesson itself.

Students will complete solve and share by themselves and then we will have a class discussion about the
answers.

During the convinve me students will work independently and then have a class discussion. The
convince me discussion will let me know where students are at in their knowledge of their learning as
we move forward in the lesson. The convince me relates to MP.7 use structure.

During guided practice problem #2 tells me about student’s knowledge of MP.2 Reasoning. We are
going to do the independent practice partially together, #11 is about MP.3 construct arguments and #12
checks for MP.6 be precise.

A summative assessment will be done over the independent practice they do by themselves and turn in.

Mastery of the concept will be considered when student is able to identify various forms of comparing
fractions using the number line. Students must also be able to do word problems related to this concept.
During topic 13 assessment I will look for 80% or better for the concept to be considered mastered.
Differentiation: Depending on the specific students, how might you differentiate the lesson for
cognitive, language or physical learning needs so that these students might learn the content more
effectively?

Ty’s para will help with writing as needed.

Bryleigh will have directions read aloud to her.
Hannah will have para’s assistance as needed.

Citation: Where did the lesson come from? Cite using APA 6 for any print, electronic or human
resource.

Charles, R. I., Bay-Williams, J. M., & Berry, R. Q. (2016). Scott Foresman Addison Wesley
enVisionMath 2.0 (Vol. 2). Glenview, IL: Scott Foresman, Pearson Education.