MULTICULTURAL LESSON PLAN

Student_Andrew Minear___EDU 280 Artifact #2__

Subject/Concepts_Mathematics – Fractions Grade Level__3rd__

1. Standards: “Understand a fraction as a number on the number line, represent fractions on a

number line diagram.” (Number and Operations—Fractions 5 3.NF Standard 2)
o Observable objective: Students will be able to identify a fraction as a number on a number
line and select parts of the line diagram to represent a fraction.
• Multicultural goal: “Develop an educational environment that promotes respect for differences.”
o Observable objective: Students will be able to discover that differences do not affect a
whole. Working together to form a human line diagram will prove to them that no matter
their differences they can still make a great team.
• Auditory-Visual-Kinesthetic learning styles:
o Auditory: Discussion about fractions, taking notes as a class, and asking students what
they think or know
o Visual: Writing on board, writing fractions, drawing line diagrams, showing fractions on
a line plot
o Kinesthetic: Writing notes during the lesson, activity of working as a team to form a
human line diagram, getting the chance to stand up
• Gardner's Intelligence: Logical-Mathematical Intelligence – Using line graphs to find fractions
o Think of Cause and Effect of Connections
o Use and understand abstract relationships

2. Materials:
• Human Diagram Activity Worksheet
• Fractions and Diagrams Worksheet (Individual)
• Class set of math notebooks (Students would already have this from prior lessons)
• Paper for worksheets (Human Diagram Activity worksheet and Individual worksheet) Print
worksheets onto one page, front is the Human Diagram Worksheet and the back is the worksheet
students will work on individually once they have completed the activity with their group.
o Extra papers for in case
• Class set of rulers, pencils, and erasers
• The Human Line Diagram PowerPoint
• A hat, bucket, or bowl full of small pieces of paper with numbers 1, 2, 3, 4, 5, and 6 written on
them,

3. Instruction- learning Process:

• Do First: Open the Human Line Diagram PowerPoint and leave it on Slide one. The color slide
will catch the eyes of the students. “Alright class, today we are going to do be working with
fractions, but don’t boo and yawn just yet! You will enjoy today’s activity because you get to get
out of your seats and work with some of your friends in the class. Please put everything you have
out away and into your desks. Please get out your math notebooks, your rulers, and a pencil.”
• Mini-lesson: Grab a dry erase marker and clear off the whiteboard if there is anything written
on it from a previous lesson. “Alright class, we all know what a fraction is right?” Write down the
fraction ½ and then turn to the class, “Raise your hand if you know where a numerator is on a
fraction” Look around and observe the hands that go up and those that don’t. Pick on a student
that rose their hand, “So-so, tell the class where you think the numerator is on a fraction, is it
above or below the line?” If the students answer correctly then say good job and if not then pick
on another student, “So-so, do you think he/she is correct?” If they agree that they are correct
then tell the class the answer, if they disagree then say that they are correct.” Next to the fraction,
draw a straight line and two arrows on both ends. “Alright class on your papers draw a line like
this and follow me as we go.” Point at the line, “Okay, we all know that this is a line. But…”
Now add a short vertical line going down the middle of the original line. “Now this is the
beginning to look like what we call, a line diagram or line plot. Give students time to draw the
line. Line diagrams are used to show a range of numbers, but they can also be used to show
fractions!” Point at the middle line. “This line divides this longer line and it also can represent the
fraction, ½. Please write ½ underneath the middle line.” Now draw two more short vertical lines,
one before the ½ mark and one after. Stop and let the students do the same on their lines. Then
point at the ½ mark again, “Alright, so if this one is ½” Point at the line before, “Can anyone tell
me what they think this one is as a fraction?” Look around the room and select on a few students
who wanted to answer, if none rose their hands then continue. Cover the part after the ½ mark.
“Alright, when we cover this part of the line, this line” Point at the mark now in the middle of the
line that shows, “This line is now in the middle of the ½. One half of a half would be a fourth”
Stop covering the other part of the line, “This first line is the 1/4 mark and the mark after the ½
mark would be three fourths.” Look around the room, there will most likely be many confused
faces and if not then skip the next part.
Erase everything and draw a new line diagram with three lines. Label each line accordingly, 1, 2,
and 3. Between those lines label the spaces; 1, 2, 3, and 4. “Alright class, think of a cake. A cake
begins as a whole piece, right? But then we slice it into smaller pieces” Point at the line and then
at the individual sections as talking about cutting slices. The number of sections on a number line
will be very helpful to you and that is because the number of sections will tell you the size of a
fraction, meaning the denominator. If there are four sections, then 4 will be the number beneath
the line.”
Now handout the Human Diagram Worksheet which has the other worksheet printed on the
backside. “Please write your names and today’s date, tell them the date, and then put that page to
side for right now.” Now bring attention to the PowerPoint which has been open the entire time.
“I am sure you all are wondering what this is all about… Human Diagram? What is that?” Go to
the next slide, “Read off the PowerPoint, telling the students that they get to become a fraction
today and then explain what a fraction is using the cake as an example.” Go to the next slide and
discuss the parts of a fraction, the numerator and denominator. Make sure students are taking
notes and copying the example fraction onto their papers. Go on to the next slide and bring most
of the attention to what the line diagram looks like. Also discuss how when going left on a line
diagram numbers get smaller and going right, numbers get larger. Next slide. Reintroduce the
students to the process of using a line diagram to show fractions. Make sure to bring attention to
how 2/4 also 1/2. Bring up the example of the cake again and how two fourth pieces would equal
half a cake. Next slide. Focus a lot of detail on this slide and ensure students are taking notes and
listening. Tell the students that fractions can not be listed on a number line in an orderly fashion
like normal numbers, 1,2,3,4, and so on. Stress the importance of noticing the number of sections
that the lines create. Make sure to leave this slide open during the activity, so that students will
remember. Show the next Slide briefly and then go to the last slide. Introduce the activity and
begin having students pick their numbers from the bucket. “Alright class, you are going to pick a
number from this bucket, your number will be the group that you are in for the activity.” Start
having students grab their numbers and continue explaining, “Look at your number and then stay
seated until further instruction.” Once all the students know their number, divide the class into six
sections and tell the students to go to their according section. “Please take a seat, I will explain
what you are going to do and then we will begin! Alright, so as you guys saw in the pictures, the
 people standing alongside each other. You are going to be doing the same! You will stand in
straight file lines with your partners to form a Human Line Diagram! The number of students in
your group will determine the denominator of your fraction, so if there are four students in your
group, you are 4/4 fraction. Five members are 5/5 and six are 6/6. Where your hands meet are the
lines that break up the diagram and you guys are the sections! Once you have all made your
human diagram, you can take a seat and work on the activity problems together, but do not start
on the worksheet on the back. That you will do on your own later.
• Guided Practice: Initiate the activity. Allow students to begin forming their human line
diagrams and working with their team members to do the worksheet. Walk around the room and
ensure students are staying on task. Let them have some fun and enjoy talking but keep it to a
minimum. Bring attention to how they all are very different, but together they make a wonder
human diagram. Check for student understanding and if students need help, be sure to answer
their questions and re-emphasize the information from the lesson if the student forgot or didn’t
fully understand. Allow the students about 15 minutes time to do the activity together and do
most of the worksheet. Once complete, ask them to return to their desks and to get ready for the
next part.
• Independent Practice: “Well, I hope you guys had fun making your human line diagrams! If you
didn’t finish the worksheet, don’t worry. You still have time, but now it is time to prove to me
and to yourselves that you fully understand what it is we learned today by working on your own!
Please turn over your papers to the other worksheet on the back.” Walk around the room and
make sure they turned their pages over and that they haven’t already done any of it. “Get out your
pencils and ruler if you need it. Once you have completed the worksheet and feel confident about
your work, bring it up to my desk and turn it in to me. Alright? Begin!” While the students are
working, walk around the room and keep an eye on the work that they are doing. Make sure
students are answering correctly and not getting confused. If students are making a line diagram
incorrectly, help them and show the right way. Once making a round around the class and
students are getting near to finishing, take a seat at your desk and wait until they all turn it in.
“Has everyone turned it in?” If yes then the lesson is complete, if not then allow a couple more
minutes and then collect all work.”
• Exit Slip: Collecting the worksheets and reviewing how students answer will be an individual
check to see if students understood the lesson. Ask the class which is on top of a fraction, the
numerator or the denominator? Have them raise their hands if they believe the numerator is on
top and then ask them to raise their hands if they think its on the bottom. If students think it’s on
the bottom, reiterate that the numerator is a piece of the whole and the denominator is the amount
of the whole.

4. Resources:
• Microsoft Programs
o Word
o PowerPoint
• Images found within Microsoft Programs and from Google Images
• PowerPoints
o Learning Styles
o Howard Gardner’s Eight Intelligences
• Manning, Baruth, & Lee. 2018
o Chapter 1 – Multicultural Education, pg. 8
• Core, C. (2018). Grade 3 » Number & Operations-Fractions¹. Retrieved December 14,
2018, from http://www.corestandards.org/Math/Content/3/NF/
5. Reflection:
At the end of my lesson, students should have learned how to show fractions on a line
diagram. The thoroughness of the lesson, ensuring that students understand the parts of fraction
will ensure that students have achieved an understanding of a numerators and a denominators
location on a fraction. However, my lesson does lack in explaining in detail the reasoning for the
numerator and denominator. The lesson does not focus too much on how fractions can be a
division because students should have some prior knowledge to what a fraction is and understand
that is part of a whole; therefore, a division. Students will most likely be very engaged in this
lesson because it is student centered. Students get to participate during the discussion by taking
notes and answering questions. The activity allows time for the students to get up and out of their
seats and to work with their peers. This also allows students the time to get to know one another,
to talk, and become closer friends. Finding more respect for one another and realizing how their
differences do not affect anything between them. Most students do not like fractions and this
lesson takes them out of the ordinary lesson type and lets them see themselves as a fraction.
Working with their peers, they get to form their own line diagrams and identify how together
they are all a whole and individually they are fractions of that whole. The main weakness of the
lesson is the possibility for students to not understand the instructions or getting confused during
the activity. Students may also lose interest during the PowerPoint because it is a reiteration of
what was already discussed, but the colorfulness of the PowerPoint and discussing the activity
should regain their focus. The strengths of the lesson are the opportunity it allows for students to
work with their peers, see fractions on line diagrams visually and get hands-on experience.