Name: Rachel Howson Date:

1/30/14
Parts of a Whole
Content Area: Math
Date: 2.2.14- 2.3.13

State/National/Common Core Standards:
CCSS.Math.Content.4.MD.B.4 Make a line plot to display a data set of
measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving
addition and subtraction of fractions by using information presented in line plots.
For example, from a line plot find and interpret the difference in length between
the longest and shortest specimens in an insect collection.


Objectives & Assessment Alignment
Learning Objectives /Targets:
By the end of this lesson, I/we (the students) will.
I can make a line plot to display a set of data of
measurements in fractions of a unit
I can work independently
I can take responsibility for my learning
Assessment Plan:
(Informal /Formal,
Formative /Summative,
Teacher Record, Student
/ Feedback)
By the end of this lesson,
I (the teacher) will know
the students will.
1) Interpreting
2) Identifying problems
3) Modeling problems
4) Determining Solutions
5) Measuring
6) Ordering
7) Reasoning
Academic Language Objective(s):
Content-specific vocabulary
Academic language functions
addends
common factor
expanded form
standard form
common multiple
equation
Academic Language
Measure:
Content-specific
vocabulary
Academic
language functions
Student
independent work
(F/For)
White board slate
participation in small
group lessons (F/I)
Word problem peer
review group
comments,
quantity
sum, quotient, difference, product,
numerator
denominator
simplest form
improper fraction
mixed number
whole number
estimate
equivalent
suggestions,
participation (F/I)
Textbook work
(F/For)
Shark bait
vocabulary (F/I)
Graffiti wall (F/I)
Notes and
observations of
student work (F/I)



Possible / Anticipated Hiccups in
Understanding
Possible / Anticipated Explanations /
Resolutions
Visualizing problems
Un-organized work (not keeping
tack of steps)
Vocabulary in word problems
Mixed numbers on a number
line, confusion about what is
whole, what is part
providing visual interactives,
having activities where students
have to model their work
Targeted review, Yonaton
notecards. Take home sheets for
Ls to translate (list below). Word
problem practice.
Providing visuals, examples,
starting with whole numbers
taking small steps on the number
line to mixed numbers.
DAY 1 NOTE: Each day this week the mini-lesson that introduces a new topic
will change. The word problems, independent work and games will stay the same
(MOSTLY). I will introduce new skill games, and new practice sheets for groups of
students based on formative assessments of what they need to work on. The assigned
textbook activities will change, and so will the practice word problems. For subsequent
days this week I will write a script for the lesson that is introducing new concepts, and
the corresponding textbook pages. In addition, day one may take up extra time
explaining groups and games. The most important thing is that students all get the
fractions on a number line, because it is new. If I need to modify time, I will combine the
four groups into two. New concepts may also be done as whole group if formative
assessments indicate that lots of small groups need help with specific topics.

Procedures or Script Specific SPED, ELL,
or Other
Modifications:
1) Introduce
Display number line (0-12) on the board
Ask students if they remember what a line plot is
from last year. If yes, ask students to illustrate on the
board for the class.
Provide example. Ask students to round to the
nearest whole number how many minutes it takes for
them to get to school.
Plot the data on the number line.
Ask follow up question for understanding
o How many of you take 10 minutes (depend on data)
to get here?
o How many of you take more than 10 minutes?
Students may come up and show how they got
their answer using the information from the number line

2) Quick Review:
Students will do a practice sheet individually,
plotting data using whole numbers and answering
questions from the data.
Students will bring sheet to small group with Ms.
Rachel

3) State Lesson Objective(s):
I can make a line plot to display a set of data of
measurements in fractions of a unit
I can work independently
I can take responsibility for my learning


4) Procedures / Script
Structure:
Introduce math rotations. Write rotations and
groups on board, and show how groups will
rotate.
Demo games for computer time on the eno

board.
Math rotations:
o Activities:
Fractions on a number line w/ Ms.Rachel
Word problem solve + share w/ Mrs. Thompson
The front tables so students can see the document
camera
Computer station
Factor Finder
Surf Shop Fractions
Matching equivalent fractions
Independent Practice
Plan for Activities:
*S=Students
Fractions on a number line
o S will meet at the rug with slates and markers
o We will quickly review the line plot activity and clarify
any misconceptions/problems.
o S will draw a bar model on their slates, I will as well
on the white board easel.
Students will label one end zero, and the other one.
S will divide bar into four pieces
S will shade whole
o I will explain that the bar represents one whole, zero
to one.
Students will erase bar, and draw a line
Ask: can you split the line into four parts?
Say: Now label each part (1/4, 2/4, 3/4, 4/4) and show
me when you finish.
Say: Now plot 2/4
Record snowfall data on board (all with like
denominator)
Review Axis and title including these two features
S Plot the data set
Add more data with unlike denominators to the
board
o Ask: How would I plot these data points?
o S will show if they have solution OR
o Explain that they have to find a common denominator
o S will find CDs and plot the data.
o S wipe boards
Add new data to the board, 4-5 fractions with like
denominators (but different than quarters)
o S plot + I plot
o Ask: What was the TOTAL amount of data in this
set?
o S can erase slates if they are out of room.
o Look for S solutions and have S share how they
found the answer OR I will walk them through how it is
exactly the same as adding fractions.
o Ask: What is the difference between the most
snowfall and the least snowfall?
o Look for S solutions and have S share how they
found the answer OR I will walk them through
Hand out practice sheets for S to complete
during independent practice.
Repeat with all four groups.

Word Problem Solve and Share

o S will pick up word problem sheet (5 word problems)
o S will work to solve independently. They will review:
1. Read the problem
2. Draw and label a model to represent the problem
3. Write the equation. Be sure to indicate the unit.
4. Repeat for EACH step
4. Answer the question in a complete sentence. Dont
forget the unit!
o When S have completed the sheet, they will take
turns sharing their work.
o S will place sheets under document camera and the
rest of the students with provide feedback
o Model for each step
o Labels
o Equation
o Unit
o Complete sentence
o S will get 1 point for each element, grand total 5
points 5/5= 100%
o Mediate discussions, and clarify misconceptions or
mistakes.
o Repeat with each group.
Computer Station
o S will select from menu of options, each which review
different topics
Surf Shop Fractions. An interactive website where S:
Explain that a fraction represents a part of a
whole
Describe situations in which fractions are used
Compare fractions of the same whole that have
like denominators.
From:
http://www.learnalberta.ca/content/me3usa/flash/index.
html?goLesson=10

Factor Finder:
S may play with partner on board OR on a
computer from the website

Object of the Game: To get four squares in a row
vertically, horizontally, or diagonally.
1. To begin the game, Player 1 moves a marker to
a number in the factor list of numbers 1-9 along the
bottom of the game screen.
2. Player 2 then moves the other marker to any
number in the factor list (including the number marked
by Player 1). The product of the two marked numbers is
determined, and that product is colored red for Player 2.
3. Player 1 moves either marker to another number,
and the new product is colored blue for Player 1.
4. Players take turns moving a marker, and each
product is marked red or blue, depending on which
player made the product. However, if a product is
already colored, the player does not get a square for
that turn.
5. Play continues until one player wins, or until all
squares have been colored.
From:
http://illuminations.nctm.org/Activity.aspx?id=4213


Matching Equivalent Fractions:
o An interactive website where S can practice adding
fractions (mixed numbers) with visual tools to help them
solve each problem.
o From:
http://www.visualfractions.com/AddEasyCircle/addcircle
s.html

Independent Work
o 1. S who have done the fraction number line lesson
will complete the practice
o 2. Specific students will have different things to
practice.
Aa, BB, Me, Sa and Ja will practice subtraction.
Emphasis on careful work and showing steps
Rn, Ja, BB, ES, AT will work on fractions of a set.
Yn, Ja, Jy will practice writing numbers in words.
Whole class: adding and subtracting mixed numbers
Fn (Still thinking through) will start the end-unit test for
geometry OR we should meet with Fn about helping
with peers during this time. I think he would be good
with the fractions of a set group (R, J, B, ES, AT)
because they are all pretty self-assertive/ may be a
good place for him to start working with peers OR I will
talk to him about helping me facilitate review
gameshe may have some fun ideas.
o 3. S will work through the review 3 p.106 in the
textbook
o 4. Manga High/Xtra Math


1) Closure
At 11 a.m. students will put away all materials,
clear their places, sit at tables
Spotlight Math vocab before lunch using Shark
Bait Widget on easiteach.
S go to lunch/recess







DAY 2:
Procedures or Script
S = Student(s)
Specific SPED, ELL, or Other
Modifications:
1) Activate BRKLE:
Students will come to the rug
with their slates and erasers.
Can S think of anything that is
measured in inches? Share.
Pass out rulers, and data table.
Students will measure their
slates, shoes, fingers, etc. and
record their data.
Round each object to the
nearest inch.
Draw line and label 0-1
add another line 1-2
and another 2-3
S will do the same
divide each segment into
quarters.
Ask S to share something they
measured.
Plot. Ask S to take turns putting
the data they collected onto the
line plot.
After the first data is plotted that
is a mixed number, pause.
Show students where in is on a
ruler.

Review to the nearest inch.

Clarify any misconceptions. Provide
additional visuals and examples
when needed.


















Draw a picture and emphasize
For example, 2 I will
draw two who pizzas
and one half pizza.
S will add more data
Ask: What is the sum of the
longest and shortest objects that
we measured?
S will solve on slate
check for understanding
Ask: What is the length of all the
objects we measured combined?
S will solve on slate.
check for understanding.
Explain that this is another way
we can visualize fractions. We
can see fractions in increasing
order.
Ask S to brainstorm equivalent
fractions on the # line.
Ask S to show or model
for them.
Explain that we will be plotting
mixed numbers, just like we did
with whole numbers, and
fractions between 0 and 1.







Review SUM.


2) Quick Review:
Students will complete practice
sheet during the individual
practice station.



3) State Lesson Objective(s):
I can make a line plot to display
a set of data of measurements in
fractions of a unit
I can work independently
I can take responsibility for my

learning
4) Procedures / Script
Students will move through
rotations: Word problems solve
and share, computer station, and
independent practice (see
above)
TB page 107 in red NB
Add Dig it game from calculation
nation





DAY 3: NOTE: This will be a whole group lesson day. The rest of the rotations will
continue as usual. Nancy/I will work with small groups based on observation and
formative assessments to provide targeted assistance.
Procedures or Script Specific SPED, ELL, or Other
Modifications:
1) Activate BRKLE:
Graffiti wall. I will write
GEOMETRY on the board. S will
come up table by table and write
down ANYTHING they
know/think they know about
geometry.
Save/print screen from ENO
board.
I will draw a line, line segment,
and ray.
Ask: What the difference?
Allow S to explain, or I will
explain.
Draw an angle on the board.
Ask: Whats this? How do we
know?
Allow S to share.
* I may modify this. I want to play
around with ENO board to see if they
have cool interactives.
Define: Angle: when two rays
share a common vertex.
Demonstrate how to label an
angle A,B,C or C,B,A
Say: tomorrow we will look at a
special angle, can anyone guess
what it is?
If someone guesses, (right
angle) say youre RIGHT!

2) Quick Review:
Review: Line, segment and ray quiz
from Khan Academy. S will show their
thoughts will their hands about the
correct answer.


3) State Lesson Objective(s):
I can describe a line segment,
ray, and angle.

4) Procedures / Script
Continue with group rotations and
review. TB p. 108 in red notebook.








DAY 4:NOTE: This will be a whole group lesson day. The rest of the rotations will
continue as usual. Nancy/I will work with small groups based on observation and
formative assessments to provide targeted assistance.

Procedures or Script Specific SPED, ELL, or Other
Modifications:
1) Activate BRKLE:
Draw a right angle on the board.

Ask S for examples of right
angles in real life.
Ask S if they know what makes it
a right angle. Share, or explain.
Bring up interactive protractor.
Ask S if they have ever used a
protractor.
Ask S what a protractor does
Explain/help to clarify student
voice about why we use
protractors.
Have student come and
measure the R angle using the
interactive protractor.
Call on another student to show
what an angle greater than 90
looks like.
*If possible it would be
nice for S to experiment
making obtuse, acute
and R angles using
something like two
popsicle sticks with a
hinge like they show in
the book.
Write obtuse: angles greater
than right angles (90)
Call on another student to show
what an angle less than 90 looks
like.
Write acute on board: angles
less than 90.
Pass out protractors.
Demonstrate how to use.
Reinforce with interactive on
board.

2) Quick Review:
TB p. 110, 111

Practice sheet

3) State Lesson Objective(s):
I can define right angle, obtuse
and acute.
I can use a protractor to
measure angles.


4) Procedures / Script
Continue with group rotations and
targeted review. TB p. 113