WHOLE GROUP LESSON PLAN - Phase 1 Template

Teacher: Diller Subject: Math Date: 1/27/17

Materials Needed:
Math workbooks Unit 7 page 23
Math workbooks Unit 7 page 24 for homework
Fraction manipulatives
Math notebooks
Pencils
Standard:
1.2 Parts of a whole can be modeled and represented in different ways
a. Develop understanding of fractions as numbers. (CCSS: 3.NF)
i. Describe a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts;
describe a fraction a/b as the quantity formed by a parts of size 1/b. (CCSS: 3.NF.1)
Learning Target:
We can understand quantities of a fraction by placing them on a
Direct Instruction ES-.59 number line.
Proficient Exemplar: Show all the ways you can make :
Write the proficient +=
exemplar and highlight the ++=
success criterion that 2/8 + =
makes it proficient.
4/16 + 2/8 =
LESSON PROCEDURES
Total Lesson Time: - 56 minutes
Hook - Activating Prior
Knowledge T: Mathematicians, last week we played a game called the Fraction
Engage - How will you Cookie game where we rolled fraction cubes to determine what size
activate students prior fraction piece to lay down on our fraction cookie sheet.
knowledge and experience
to help them relate to
T: A big part of that game was knowing when to trade in pieces for new
today's lesson?
Plan for pieces. For example, if I rolled 3/6, I know thats the same as another
anticipated student fraction: . So I would trade 3 green triangles for 1 red trapezoid.
responses to each
question that is posed to T: Today, I want us to look at different fraction sizes to determine which is
students. bigger.

Time: - 1 minutes
Model & Shared
Direct Instruction ES-.59
(I Do & We Do)
We can understand quantities of a fraction by placing them on a
What will you explain, model
number line.
or demonstrate?
Plan for anticipated
student responses to
each question that is
posed to students.
How will the modeling or
shared practice link to
the learning target?

1
Time: - 15 minutes Unwrap Learning Target by:
T reads learning target aloud for the first time using hand motions
and displaying visuals
Discuss new vocabulary
Our verb is understand. To understand something is to know all
about something, to know something so well that you would be
able to teach it to someone else.
Quantities is a fancy word for size; therefore, we are
understanding the size of a fraction.
We are going to understand the different sizes of a fraction by
placing them on a number line to compare which ones are
bigger and which ones are smaller.

Write on whiteboard: and

T: Some of you might be able to tell right away which of these fractions
is bigger. But lets test it out by drawing a number line.

Demonstrate and model thinking aloud about drawing a number line

and placing and on it.

T: If Im breaking my number line into fourths, I first need to think about

how many equal portions of the number line Im creating. Well thats
easy because fourths is the same thing as four equal parts. So lets show
that:

T: My number line shows me that takes up more space than .

Therefore, is greater than .

T: Now what if I wanted to add some fractions together. I wonder how I

could show the following equation using a number line:

Write on whiteboard:
True or False?
+=

T: Hmm, Im going to need to do some serious math thinking to see if this

is true or not. Let me draw the fractions on a number line to see if I can
start to picture them. I need to now show my number line split into six
equal portions:

2

Guided Practice
(You Do together)
How will students apply their
new learning (learning
target/sc) with support?
How will this practice
link to the learning
target?
How will support be
released to students?
Plan for anticipated
student responses to
each question that is
posed to students.
Plan for overall student
misconceptions.
Time: - 5 minutes
Independent Practice
(You Do alone)
How will students apply their
new learning (learning
target/sc) independently?
How will this practice
link to the learning
target?
How will support be
released to students?
Time: - 30 minutes
T: I can see just by looking at my number line that if I add plus I will
not get to . Therefore, + does not = .
T: I want you to try now.
Write on whiteboard:
True or False?
3/6 + = 1 whole
T: With your partner, see if you can figure out whether or not this
statement is true or false. Use your best math thinking and explain why
you think what you do to your partner. Turn and talk.
Anticipated Student Responses:
If you look at the number line, 3/6 is the same as . So if you add
3/6 plus together you will get 1 whole.
3/6 plus equals 1 whole because 3/6 is the same as , it is just
written differently
The equation is true because if I take a hexagon cookie and lay
down 3 green triangles for 3/6 then lay down 1 red trapezoid for
it will equal a whole.
T: Today, you and your partner will be working together on unit 7 page
23. You may use pattern blocks, fraction sets or number lines to help you
with your work. Be thinking about if some of these fraction quantities are
larger, smaller or the same as some other fraction quantities.
Show an example of how to do number one together:
One way to make 1 whole is + = 1 whole. 3/6 + = 1 whole, etc.
Monitor for examples of various strategies:
Recognize that a fraction whose Understanding fraction
numerator is half of the equivalencies ( = 2/6,
denominator = : = 4/6, 2/8 = ):
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
Combining fractions to equal a Various Methods:
3

Summary
How will you use 1-3
samples of student work to
summarize the learning
(learning target/sc)?
How will you check that
the students have
understood/learned the
learning target?
Time: - 5 minutes
whole?
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
We can understand quantities of a fraction by placing them on a
number line.
T: So lets review what weve learned today. We can use a number line
to understand the quantities of a fraction. When we have to think about
ways we can put different fractions together to equal another type of
fraction, its good to think about the individual fraction sizes.
T: Will ________________ please share your thinking for number 2? How
did you come up with different ways to make ?
Have Ss discuss exemplar work. Then relate it back to the learning target
and how placing fractions on a number line helps in understanding
different quantities of fractions.