1 Lesson Plan Template
Teach # 3
Names of Student(s) teaching: Hillary Lewis, Fawzie Osman
Teach Date: November 6, 2014
Teach Time: 8 AM
Teach Length: 50 minutes
Title of Lesson: Develop Understanding of Fractions As Numbers
Source: Ms. Braswell’s classroom
Essential Question/Big
Idea/Learning Goals:
Understanding fractions as a number on the number line
GPS/CCGPS for lesson:
MCC3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.
MCC3.NF.2a
Represent a fraction 1/ b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal 1
Step
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parts. Recognize that each part has size 1/ b and that the endpoint of the part based at
0 locates the number 1/ b on the number line.
Objective/s
Write objective/s in SWBAT form…
Evaluation
The SWBAT: Understand a fraction on the number line as a number and be able to represent fractions on a number line.
In the space below, write at least one question to match the objective you listed or describe what you will look at to be sure that students can do this.

What is a fraction?
Are fractions considered numbers?
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Step Academic Language: Discipline Specific
Compare
Observe
Discover
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Academic Vocabulary: Lesson Specific
Fraction
Numerator
Denominator
Number Line
Division
3
Step
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Engagement:
Estimated Time:
Description of Activity: Teacher invites students to come to the front of the classroom and explains that we will be learning about fractions.
What the teacher does:
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Invite students to come to the front of the classroom.
Ask students what fractions are.
Ask students what a numerator and denominator are.
Ask students what a number line is.
Ask students what math operation is being used for fractions.
What the student does:
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Comes to the front of the classroom. Answers teachers questions about fractions, number lines, and math.
Resources Needed: None
Safety Considerations: None
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Possible questions to ask students – think like a student and consider possible student responses
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Who knows what a fraction is?
What is a numerator?
What is a denominator?
Who can tell me what a number line is?
Does anyone know what math operation we are using when we are looking at fractions? (division)
Step
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5
Step
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Exploration:
Estimated Time: 20 minutes
Overview of Activity:
Students learn about fractions by using Starburst to learn fractions as a number on the number line.
What the teacher does:
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Arrange students into groups (4 groups of 2, the teacher will be a partner for the odd number student).
Give each student a pack of Starburst (12 candies) Explain the directions of dividing the package into equal groups (12, 6, 4, 3, 2,
1).
Ask students to begin activity and to follow teachers directions throughout the course of the activity. The teacher will be speaking throughout the activity to give directions of when to change groups of candies.
Has students record and summarize their observations in their math notebooks.
Asks students to compare their responses to their partners.
Asks students to come back together to discuss and reflect on the concepts.
Asks students to go back to their groups to complete the second part of the activity (number line)
Draw a line on a new piece of paper straight across. Line up the 12 candies
What the student does:
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Students go to their assigned groups. Students follow the teachers instructions throughout the entire lesson. Students begin to record their answers in their math notebooks.
Students will compare answers to their partners to get a better understanding. Students will repeat until the teacher is done with each individual group.
Students will come together to discuss the observations.