Teacher Education Lesson Plan

Teacher: Anna Gillette Date: 2/28/28

Title of Lesson: Fractions on a Numberline Cooperating Teacher: Angela Webb

Core Components
Subject, Content Area, or Topic
Math, Fractions
Student Population
17 Students
9 Girls
8 Boys
1 Identified Gifted

Learning Objectives
The students will understand that fractions can be represented on a numberline
The students will identify fractions written on a numberline

Virginia Essential Knowledge and Skills (SOL)

3.3 The student will a) name and write fractions (including mixed numbers) represented by a
model; b) model fractions (including mixed numbers) and write the fractions’ names;
VDOE Technology Standards

English Language Proficiency Standards (ELPS)

Materials/Resources
Fractions on a Numberline Music Video: https://www.youtube.com/watch?v=SZaXtOHNh6s
Interactive Whiteboard
Whiteboard markers and Erasers
Math Notebooks
Unfinished fractions anchor chart
Exit Slip

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
x Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
x Homework & Practice 28%
x Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%

DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE

RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 x Practice by Doing 75%
Discussion 50%
x Demonstration 30%
x Audio Visual 20%
Reading 10%
Lecture 05%

Safety (if applicable)

Time
(min.) Process Components
7 *Anticipatory Set / *Instructional Input or Procedure
TTW play the fractions on a numberline music video twice, allowing the students to first
watch, then sing along.

1 *State the Objectives (grade-level terms)

Today we will be learning how to represent fractions on a number line.

3 *Modeling
Using a flipchart, TTW demonstrate drawing a number line from 0 to 1 and explain that a
fraction can be represented on a number line by breaking it into equal pieces. TTW
explain that the denominator tells how many parts the number line must be split into, and
the numerator tells how many of those parts are needed to represent the fraction. Then
TTW demonstrate representing the fraction one fourth, breaking the number line into four
parts and shading one part another color.

3 *Guided Practice / *Check for Understanding

TTW give students a fraction (1/2, 1/7) and ask them to represent it on a numberline using
their dry erase markers and desks. TTW walk around and observe the student work.

3 *Modeling
TTW demonstrate finding a fraction on a number line (1/12, 5/9). TTW first display the
fraction, then find the denominator by counting the number of parts between 0 and 1, and
the numerator by counting the shaded parts.

3 *Guided Practice / *Check for Understanding

TTW display a number line (3/5 and 8/8) and TSW write the fraction it represents on their
desks. TTW walk around and check student answers.

3 *Instructional Input or Procedure

TSW take out their math notebooks and open to the page they have been working on for
fractions. TTW add fractions on a number line and an example to the class anchor chart
under ways to represent fractions and the students will add it to their math notebooks.

3 *Independent Practice / Assessment

TSW complete an exit slip asking them to identify two fractions on a number line.Students
who need extra help will move to the back table, where TTW quickly clarify any
misunderstandings and determine if any students need further instruction on fractions on
a number line in a math small group, which will be planned for the next day.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 1 *Closure
After collecting the exit slip TTW transition the class into math groups based on
predetermined needs.

Differentiation Strategies
The lesson meets the needs of students with visual, auditory, and kinesthetic learning styles,
and also incorporates music. Students have the opportunity to do many of the problems on their
desk at their own pace, and the teacher is free to walk around the classroom and help struggling
students as needed. At the end of the lesson the teacher is able to quickly assess which students
continue to need support, provide a small amount of immediate support and plan for more support
as necessary.

Classroom Management Issues

By having the students to actively participate in all parts of the lesson they are less likely to act
out, as they are working on something instead of sitting passively during instruction. There is also
lots of support for struggling learners which comes quickly, reducing the likelihood that students
will become lost in the middle of the lesson and act out because of it.

Lesson Critique

At the conclusion of the lesson there were four students that chose to seek extra help, with two
needing a brief clarification and two needing individualized instruction. Most of the students
successfully met the lesson objectives by the end of the lesson, with the exception of a few that
switched the numerator and denominator when identifying the fractions on the exit slip and the two
I identified as needing further instruction.

If I were to teach this same lesson again I would have made a small group lesson ahead of
time to use the same day instead of waiting until I had the data from the exit slip and planning it for
the next day. Although I gained valuable data in waiting which I incorporated into my small group
lesson, I believe more value would have been gained by pulling students for in depth support at the
conclusion of the lesson by checking the exit slips as I collected them and asking students who
answered incorrectly to join me at the back table as the first math group. I believe the exact nature
of students’ needs would have quickly become evident, and have been easy to adapt to, had I
moved the students to a pre-planned small group right away.

*Denotes Madeline Hunter lesson plan elements.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015