Standards Based Lesson Plan – Individual Lesson

Intern: Karley Krzciuk

Grade Level: 3rd Grade
TimeDate &

March 5th, 2018 at 10:35

This lesson will be beneficial for my group of learners because students are able to apply individual
fraction rules such as when they are comparing two fractions that have the same numerator or same
nalee/RatioPurpos

denominator. The students know the steps when they are either looking at a set of fractions that need
to be compared that have the same numerator or denominator, but struggle to know what to do when
they are combined. Additionally, as seen on a PARCC practice question, students were telling me that
the test was wrong, that they needed a number line continuing past whole number 3 when the fraction
they were trying to identify was 5/2. Students thought they had to go past whole number 5 when
identifying where this number was on the number line. This lesson will expand their understanding of
where whole numbers fall in relation to fractions. A division problem of whole numbers is seen as a
fraction as well. This will aid in their understanding of where whole numbers fall on a number line
since we have been looking at numbers typically between 0 and 1. This is day 1 of 2 of learning about
fraction names as whole numbers.
ve(s)Objecti

Students will be able to use a visual to find fraction names for whole numbers.
Students will be able to identify fractions that are equivalent to whole numbers.

Reading- Students will be reading the solve-and-share problem in order to apply fractional units to an
every day situation. Students will also be reading another student’s solve and share to check for
accuracy.
Writing- Students will be writing fractions in order to solve the solve-and-share and explaining how
they solved the problem. Students will additionally be writing their own solve-and-share for an exit
Languagemic Acade

slip to assess their ability to produce a fraction that would name a whole number.
Listening- Students will be listening to directions throughout the lesson. Students will be listening to
other students explain their reasoning involving their placement of a fraction and equivalent fractions
on the number line. Students will be listening to the visual learning video involving whole numbers.
Speaking- Students will be justifying their placement of their fraction on the class number line.
Students will be using comparisons to justify (less than, greater than, equal to). Students will be
explaining their solve and share to another individual and how they arrived that their conclusion.
Viewing- Students will be watching other students place their fraction on the class number line.
Students will be viewing the visual learning to understand how whole numbers are represented as
fractions.
Visually representing- Students may be visually representing the solve-and-share using the given
divided unit into sixths.
rd(s)Standa

CCSS.MATH.CONTENT.3.NF.A.3.C
Express whole numbers as fractions, and recognize fractions that are equivalent to whole
numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same
point of a number line diagram.
 Formative: I will be able to monitor the progress of my students through the immediate plotting of
the fractions on the class number line. I will monitor and ask questions using benchmark fractions to
have students assess their plotting of their fraction on the number line. This will assess the class’
ability to reason with the student who is plotting the number on the number line as well as the class’
overall ability with accurately plotting the fractions on the number line. It will also inform me on an
mentsAssess

individual’s ability to plot numbers on a number line and reason with a classmate why their point is
correct.
Another formative assessment will be the completion of the solve-and-share. I will monitor student’s
progress of the completion of the solve-and-share. I will walk around the classroom to check students
working as well as when they are sharing their solve-and-share with another classmate.
Exit Slip: I will be able to monitor the progress of my students understanding using a whole, or more
than a whole, by using an equivalent fraction. Students will be writing their own solve-and-share
problem in order to display their understanding of using a whole (or more) represented by a fraction.
This will allow me to assess their ability to recognize fractions as whole numbers by producing a
problem where there is a whole or more represented by a fraction.
Materials
 String
 Thumb tack
 Tape
Resources

 Clothes Pins
 Fraction cards (30)
 Pearson student edition 3rd Grade envision 2.0
 Projector:
 Pearsonrealize.com (visual learning)
 Example of Quick Check
 ELMO
 Quick Check (30 copies)
EngagementOpening -

Students will be engaged in learning when I am assembling the class number line. Students will be
questioning what we may be doing with a string across the entire classroom and what it means. Once
it is assembled, I will mention that I have 4 wholes here (with exception of the last one). What
represents one whole?
I will tell students that today we will be working with whole numbers and how we can use fractions to
represent whole numbers.
 1. I will explain and model the directions to the class on how we are going to be using fractions to
show equivalent wholes. I will explain that each student will receive a number or a fraction. When it is
your turn to put the fraction on the number line, you will grab a clothes pin/tape and pin it to the
number line in the appropriate spot. You will then reason why you chose that particular spot on the
number line. Then, I will ask a random student whether they agree or disagree and that student will
explain his or her reasoning. Then, you will ask the class if they agree. If someone disagrees, that
student will raise his or her hand and reason why they disagree. Student will change or reason
accordingly according to student response. The next student will place their number on the number
(Procedures)Instructional Strategies

line and continue the process until all students have placed their number on the number line.
Labeling whole numbers will go first (0,1,2,3,4) then students will pick a person of the opposite
gender to place their fraction card next.
**I will know if students are engaged and learning by their placements and reasoning involving the
number line. Additionally, when a random student is called on to agree or disagree with the student
who placed their number on the number line I will be able to assess whether they are actively engaged
with the lesson.
**I will provide scaffolding questions to students who are struggling or who need an additional
challenge.
2. Once all the fractions are placed on the number line, I will ask students what we can conclude from
the number line:
Which fractions are equivalent?
How do we know?
How can we use fractions to represent whole numbers?
How is this similar to an operation we use often?
3. I will then instruct students to open their math books to p. 709 and complete the solve-and-share
independently. I will select a student to read the solve-and-share aloud. Students will then work on the
solve-and-share. I will walk around the room to check student’s progress. Once students are
completed, I will have students stand up and pick a partner to share their solution. I will pick a pair of
students to show their thinking on the ELMO. I will ask scaffolding questions to guide their reasoning.
4. I will then ask students to close their books and have all eyes ready for visual learning. I will elicit
responses from students based upon visual learning and the questions it is asking the students. I will
visually represent the problem if necessary. (Visual learning-if time)
5. I will then tell students that we will work on the guided and independent practice tomorrow
(possibly visual learning). I will then explain that students are going to be creating their own solve-
and-share exit slip like we did in guided practice the previous day. I am going to tell the students to
Closure

think of a problem that involves fractions representing whole numbers. I will explain the exit slip and
then have class helpers pass them out.
Students will have the option to work with the person sitting next to them or work on their own. I will
walk around and support individual students. If time, I will have students share with another
person/pair to check if the problem is solvable. I will then have one representative from each table
collect the exit slip and turn them into myself.
DifferentiationModifications/

Class: I will meet the needs of the entire group by providing a modeling explanation of what I expect
during the string number line activity. This is beneficial to the entire class since the class often
struggles with following directions. The entire group will also benefit from the exit slip example and
sentence stems that I provide for the diverse learners in addition to individuals (ESL, IEP).
Individuals: Then, for individual learners, those who need extra support will be given a number that I
feel they are able to graph on a number line and reason about that number. Additionally, for those
students who need a challenge, those students will be given a more difficult number to plot and reason
about. Therefore, these students will be challenged.