Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Whitney Werdel

Grade Level: 3rd Grade
School: Dakota Prairie Elementary
Date: 4/13/18
Time: Math class

Reflection from prior lesson:

On Wednesday we talked about equal parts and how to express different fractions from shapes
that we were given!

Can someone remind me what the parts of the fractions were? (numerator and
denominator) and come someone tell me what they represented? (top or numerator was
the part and the bottom or denominator is the whole)

Today we are going to be working more with fractions, specifically we are going to place
them on a number line to see what order we could get them into!

Lesson Goal(s) / Standards:

CCSS.MATH.CONTENT.3.NF.A.2
Understand a fraction as a number on the number line; represent fractions on a number
line diagram. My goal is to get students to understand how different fractions look like
on a number line.

Lesson Objectives:
Given fractions on a number line, students will be able to match them with their equivalent
fraction (i.e. 1/10=2/20) with 80% accuracy

Materials Needed:
Fraction number line
Fraction cards
Dry erase markers
White boards
Smart Board

Contextual Factors/ Learner Characteristics:

Many of the students like to talk to their neighbors, I will need to keep this in mind and have
them move seats as needed. Some students need continuous reminders about the directions for
what we are going over. There are 2 students in this class on an IEP and share an aide.

A.The Lesson
1. Introduction (3 minutes)
 When looking at fractions did anyone notice that the numbers can change
on both the top and the bottom? When they change on the top do you think they are
getting bigger or smaller (bigger)? When they change on the bottom do you think they
are getting bigger or smaller (smaller)?
2. Body of the lesson (35 minutes)
This is a number line! (show the number line that is on the board) ask the
question has anyone ever seen one before? If so where?
We are going to be using one today to work with fractions! I want to show
you how fractions can be arranged when one is bigger or smaller than another one!
We are going to start with 1/4, first off can anyone tell me what this
fraction is representing? (1 part of the whole 4) Where do you think this one would go
on the number line? (furthest to the left)
Now we are going to be looking at the fraction 2/4, What is this one
representing? (2 parts of the whole 4). Where do you think this one would go on the
number line? (one notch to the right of 1/4)
Now let/s look at the fraction 3/4, what is this one representing?
(continue on with the fractions from 1/4- 11/4
Go over mixed numbers like 1 and 1/4, 1 2/4 etc…
Go over how they are the same as the improper fractions (when the top
number is bigger than the bottom number)
On the smart board- draw out a number line and have students guess
what they think the arrangements for the fractions in 10’s go and reveal the answers
with the other number line that has all of the answers already on them.
Using the smart board and the number line reflection worksheet- I will
have students come up to the board and write in what they think the correct answer is
on the worksheet that will be on the board only.
Pass out Pizza worksheet and have them work with table partners to find
the fractions of the pieces of pizza. We will go through the first one together (question is
asking what fraction of pieces of pizza are there? There is 3 pieces of pizza which
would be the numerator, how many pieces do you think would make up the whole pizza
or the denominator? (Answer is 8 pieces)
The next one I want to work on with is the one directly below it, there is an
entire pizza there for the fraction would be 10/10
After having the student work through all of the fractions I am going to have them
order them onto the number line. I will have them come up to the smart board and write
out what each of the fractions are. I will then have them come up and write out where
they would go o the number line. Keeping in mind that we are counting the spaces in
between but the fraction would go under the line. They will be using the fractions that
they just found from the pizzas and order them from least to greatest on the number
line.
3. Conclusion (3 minutes)
So now that we know the different parts of a fraction which are, (the
numerator and denominator) and we also know what they represent (the numerator is a
part and the denominator is a whole). We also practiced today on how to find a fraction
and we learned how to put fractions onto a number line!
Were there any questions or anything that you are still wondering about?
 4. Work time (9 minutes)
At your tabletop work on the rest of the worksheet and turn it into the math box.

B. Assessments Used
Formative-
when talking about the number line and where fractions could be found on there, have
students show thumbs up for “I totally get this!”, thumbs in the middle for “I still have some
questions”, or thumbs down for “I really don’t understand at all!”.
Ask for students to raise their hand and explain reasoning behind their answer.

Summative- Work on the pizza worksheet in groups of 2-3. Worksheet has a number line for
writing in the fractions. Worksheet also contains different groupings of pieces of pizza and asks
for the fraction of pizza on the paper.

C. Differentiated Instruction

Remediation—If any student is still not understanding it they will have the opportunity
to stay in from recess and I can answer any questions they have and help to guide them
to the correct answer and help with their thought process.

Enrichment—for students who are looking for more of a challenge I have more
fractions that I will have them order on a number line such as 2/8 and 1/2.

Language Support— For students who cannot read what the problem is asking for I
will read the problem to them and have them complete the problem on the worksheet.

D. Resources
Teachers pay teachers- Equivalent Fraction Number Line
Fabulous in Fifth- fraction freebie- Pizza fractions