UNT Lesson Plan Template (Day 5 and 6)

Pre-service Grade(s): School/Mentor

Teacher: 4th Grade Teacher (if
Mr. William applicable):
Sanchez

Subject area(s): Unit Topic/Theme: Lesson Title:

Mathematics Fractions Equivalent Fractions
on Number Lines

Relevant TEKS: Relevant ELPS: §74.4.(c)(2)(I) Relevant TX CCRS:

4.3C The student is (I) demonstrate listening VIII. Problem
expected to comprehension of increasingly Solving and
determine if two complex spoken English by Reasoning
given fractions are following directions, retelling or A. Mathematical
equivalent using a summarizing spoken messages, problem solving
variety methods. responding to questions and 1. Analyze given
RC1, Supporting requests, collaborating with peers, information.
Standard. and taking notes commensurate X. Connections
with content and grade-level B. Connections of
needs. mathematics to
§74.4.(c)(3)(D) speak using nature, real world
grade-level content area situations, and
vocabulary in context to everyday life 1. Use
internalize new English words multiple
and build academic language representations to
proficiency; demonstrate links
§74.4.(c)(4)(F) use visual and between
contextual support and support mathematical and real
from peers and teachers to read world situations.
grade-appropriate content area
text, enhance and confirm
understanding, and develop
vocabulary, grasp of language
structures, and background
knowledge needed to comprehend
increasingly challenging
language;
§74.4.(c)(5)(B)
write using newly acquired basic
vocabulary and content-based
grade-level vocabulary;
Lesson Objective(s)
- Content:
 The students will be able to determine how fractions are equivalent using a
number line, input-output chart, or pictorial models.
- Language:
 The students will be able to describe in their own words why their “fraction
sticky note” goes on the specific place they placed it on the number line on the
whiteboard.
 Students will be able to explain how two fractions can be equal to each other on
the same number line.

Assessment (Description/Criteria)
Formative technique(s):
 Questioning: I will use questioning as a means of formative assessment
throughout my lesson. I will use HOTS (higher order thinking skills) to help
students think critically. Through this strategy, I will be able to determine which
students are grasping the mathematical concepts and which students need a little
bit more assistance.
 Fractions on number lines Handout: During whole group instruction, we will
do most of this handout together. Students are to complete the rest on their own.
I will walk around and check for understanding with students individually.
 Equivalent Fractions Number Line Handout: During independent practice,
students will be working on the “Equivalent Fractions Number Line” handout. I
will use this handout as a means of formative assessment. Their performance on
this handout will tell me whether students are able to use number lines as a
strategy to help them determine if two fractions are equivalent.
 Observation during interactive number line activity: During the engage
phase and explore phase of the lesson, we will do an interactive activity using a
number line. I will introduce number lines and fractions with the students by
drawing out a blank number line on the whiteboard. Each student will be given a
sticky note with a fraction written on it. The quietest students will be able to go
up to the board and place the sticky note where they think it belongs. Students
are to explain why they think it belongs there. This activity will help me see if
students are able to use logic, reasoning, and their prior knowledge to place their
sticky note on the right “mark” on the number line.

Materials, Resources, and Textbooks:

 Sticky notes with fractions written on them
 Dry erase markers
 Fractions on Number Lines Handout (formative assessment)
 Equivalent Fractions Anchor Chart
 Equivalent fractions number line handout (formative assessment)
 Writing Utensils
 Document Camera
Classroom Management of the Instructional Environment:
 For the engage and explore phase of the lesson, I will ask students to come sit on
the floor at the front of the classroom. The quietest table will be asked to come
sit first. Students will be seated on the floor and get ready for the sticky note and
number line activity.
 For the explain phase and day of the lesson, students will be seated in their
normal seats. We will work on the “Fractions on Number Lines” handout.
 The following day, we will continue to be in the explain phase. Students will be
seated at the front of the classroom again for the equivalent fractions on number
lines anchor chart activity.
 After the anchor chart activity, students will go back to their seats. We will do
two problems together and students will work on the rest of the problems on
their own during the elaborate and evaluate phase of the lesson.

Technology Integration:
 iPads- Students will be on the Education Galaxy application strengthening their
math facts and working on questions that are directly related to today’s lesson.
Education Galaxy provides a great way for students to practice and prepare for
high stakes test. (To be used during stations)

Diversity and Equity (Accommodations and Modifications)

 Before the “Fractions on Number Lines” and “Equivalent fractions number
line” handout, I will provide oral administration for all students, but especially
for my dyslexic and ESL students. I will provide instructions in a clear and
concise way.
 As students are completing their handouts, I will walk around and individually
conference with each student and make sure that they are not confused.
 I will allow specific students to have some extra time on their independent
practice activity.
 We will do the number line together with my support. It will serve as a visual
tool because it will be displayed on the whiteboard. Extra time and sentence
stems will be given for students who need it.

Activities/Procedures
- Description: During day 5 of the unit, I will introduce students to number lines on
fractions through a fun and interactive activity. I will draw out a number line on the
whiteboard. Each student will have a sticky note with a fraction written on it. Each
student will go up to the board and place their sticky note where they think it belongs.
Students will explain and justify why the placed it on that specific location. After this
activity, we will work on the fractions on number lines handout together. During day 6
of the unit, we will continue where we left of the previous day. I will continue to talk
about fractions and number lines. More specifically, I will explain how number lines
can be used to show that two fractions are equal to each other. I will explain this
strategy through an anchor chart. During the elaborate and evaluate phase of the
lesson, students will complete the “Equivalent Fractions Number Line” handout.
Procedure (step-by-step)
(Day 5)
Engage
 During the engage phase of the lesson I will remind students that so far in our
unit we have compared fractions using the greater than, less than, or equal to
symbol. We have learned how to decompose a fraction. Lastly, we have learned
about equivalent fractions and the strategies we can use to determine how they
are equivalent. I will state the following question, “How do you think we can use
a number line when dealing with fractions?” After having a class discussion, we
will transition to the number line sticky note activity in the explore phase.
Explore
 Next, we will do an interactive activity using a number line. I will introduce
number lines and fractions with the students by drawing out a blank number line
on the whiteboard. Each student will be given a sticky note with a fraction
written on it. The quietest students will be able to go up to the board and place
the sticky note where they think it belongs.
 Students are to explain why they think it belongs there. This activity will help
me see if students are able to use logic, reasoning, and their prior knowledge to
place their sticky note on the right “mark” on the number line. As students
explain, will use the following sentence stems to help students get started in their
explanation: “I think my fraction belongs here because…”
 After students have had an opportunity to explore fractions on a number line
with this activity, we will transition to the explain phase and complete the
“fractions on number lines” handout together.
(Day 5)
Explain
 Each student will be given a “fractions on number lines” handout. Students will
examine each number line model and write the appropriate fraction on each
mark of the number line.
 I will explain that if a number line goes from 0 to 1 and the number line has “8
marks” they will know that the number line is going up by 1/8s.
 We will repeat this process for the next few problems. Students will complete
the last four questions on their own.

(Day 6)
Explain
 The following day, we will continue to be in the explain phase. Students will be
seated at the front of the classroom for the equivalent fractions on number lines
anchor chart activity.
 I will pose the following question: “How could two fractions be equal to each
other on the same number line?”
 I will create an anchor chart with two same sized number lines. I will provide
students with blanks so that the can create them with me.
 I will start by creating a number line for the fractional parts of fourths and
another for the fractional parts of eights.
 I will show the students how 2/8, 4/8, and 6/8 all line up with a fraction on the
 fourths number line. I will explain to students that the fractions that line up are
equivalent fractions. This is how we can see that two equivalent fractions on two
different number lines are equivalent.
 Furthermore, I will remind students that this strategy works because the wholes
are the same size. The pieces are just different.
 We will continue to practice using other fractions. I will give students the
following problem, for instance, ¼ = ? / 8. Students will have to use the input
output strategy to find the missing numerator (its equivalent fraction). Students
will then have to be able to use two number lines to prove that they are
equivalent.
 After several practice, students will complete the “equivalent fractions number
line” handout.
Elaborate and Evaluate
 In the elaborate and evaluate phase, students will complete the “equivalent
fractions number line” handout.
 Students are to complete this handout on their own and use their strategies and
prior knowledge.
 After students are done with the handout, they will be able to get into their usual
math stations (Math facts, At your seat, Teacher’s Choice, and Hands on)

Reflections and Documentation/Evidence of Lesson Effectiveness

 I felt that the level of engagement was high for this lesson, especially when
students were given the opportunity to go up to the board and explain why they
felt their sticky note belong where they placed it. To my surprise, about 70% of
the students were able to place the sticky note on the correct place and justify
their answer. Not only was this activity engaging for students, but it also helped
me informally assess students and see whether they had a good understanding of
fraction values. For instance, some students were not able to use benchmarks to
determine where fractions went, while others did. One student in particular said
he knew that ¾ came after 2/4 because ¾ was more than one half. Other
students, on the other hand, were not able to make these connections. One of the
weak parts of my lesson was on equivalent fractions on number lines. I feel that I
should have placed a higher emphasis on making sure that the lines or marks
lined up. For instance, when students were drawing number lines to demonstrate
that 4/6 and ⅔ were equivalent, their marks on the number lines were not lining
up. This did not help students see how 4/6 and ⅔ were equivalent.
Samples