LESSON PLAN # 6 (Day 7)

LEARNING GOALS TARGETED in this Lesson (from Stage 1)

Meaning Goals (Essential Question(s)/Enduring Understanding(s)):

How can I use fractions in everyday life?

Knowledge Goals:
A fraction closer to the whole on a number line is greater (vice versa).
The denominator represents the total number of equal parts and the
numerator is the number of parts indicated out of the total.

Skill Goals:
Comparing fractions on a number line or with a visual.
Comparing fractions with like numerators or denominators.
Using signs such as <,>,= to compare fractions.
Justifying why a fraction is equivalent, greater than or less than another
fraction.

Key Academic Vocabulary for this Lesson

Be sure to indicate [name of vocabulary learning activity] in your script
-greater than, less than, equal to
-equivalent

Lesson Model:
Instructional Strategies:
Direct Instruction1 : ___________________________
_________________________
Facilitative Teaching2 : ___________________________
__________________________
Coaching3 : ___________________________

1 lecture, advance organizers, graphic organizers, questioning,

demonstration/modeling, process guides, guided practice,
feedback/corrections, differentiation
2 Diagnostic assessment, using analogies, graphic organizers, questioning
and probing, concept attainment, inquiry-oriented approaches, problem-
based learning, Socratic seminar, reciprocal teaching, formative
assessment, understanding notebook, feedback/corrections, rethinking and
reflection prompts, differentiated instruction
3 Ongoing assessment, providing specific feedback in the context of
authentic application, conferencing, prompting self-assessment and
reflection
LESSON PLAN - Script each of the three major sections of your Lesson Plan

Into the Learning Time Allocation__2 min___

Spark motivation and interest by using a hook and/or activating students prior knowledge

You will all see a fraction on your table. Take a look at the number line on the
board and envision where around you think the fraction would go on the number
line. I will call each one of you up to place your fraction on the board. If it helps
you to draw a number line on your slate first do that. (give a little time)

Through the Learning Time Allocation _53 mins_

One or more activities that cognitively challenge and engage students participation to acquire knowledge
and skills, make meaning, and practice transfer

Can 1/8 come upwhere do you think your fraction goes? How do you know that?
Can 2/8 come upwhere do you think your fraction goes? How do you know that?
(Continue call up and questioning in sequential order. Students will hover over the
part on the number line they believe it should go and I will provide guided
questioning and place the fractions below the line)

Now what do you notice about the fraction 1/3 and 2/6? Are they lined up in the
same spot on the line? What do you think that tells us? They are the same part of a
whole, they are both part of one they are just cut differently. So these fractions are
actually equivalent (write equivalent on the board and display 1/3=2/6)
Thumbs up if you have heard this word before. Does it sound like another
word we use in math? EQUAL. You can hear equal in the word equivalent.

Are there any other two fractions you think might be equivalent by looking at the
board? Turn and talk with a neighbor and tell them 2 fractions you think may be
equivalent. Voices off and eyes on me in 3,2,1. What did you and your neighbor talk
about? Which two fractions do you think might also be equivalent? Why do you
think so?

Did anybody notice any other equivalent fractions? What about 2/2, 3/3/, 4/4, 6/6,
8/8? What do these all really equal? One whole! Another way to solve for equivalent
fractions is to draw a picture. (draw 1/3 and 2/6) Even though the number of pieces
left is different the amount of space they take up is the same? Another way to find
equivalent fractions is through multiplication. Whatever you do to the top you
gotta do to the bottom. So if I multiply 1 by 2 and 3 by 2 what do I get now? 2/6
this proves to me the same idea. Anybody want to try to find another equivalent
fraction using multiplication? Try 1/4 . Turn and talk with a neighbor and tell them
an equivalent fraction and how you found it. (call on student)
We will transition into our stations. Today for hands-on there will be various
buckets out with geometry pieces. You will count the number of total pieces there
are in the box say there is 20. This will be my denominator. Then you will count
how many there are of each color. Say there are 4 purple pieces I would put 4/20
as the fraction in the box.
Technology is Xtra Math followed by Turtle Diary 3rd Grade fractions. You may
transition into your first station.

Small group: Comparing Fractions on a number line worksheet. Work through the
first problem together. What do I do first? How did you know that is where the
fraction is on the line? Are the fractions equal?
What strategies did you use to show the fraction in multiple ways?
(encourage and emphasize use of academic language)

Beyond the Learning Time Allocation __5 mins___

Lesson closure and lead-in to next lesson: students summarize, articulate, analyze, extend their learning,
set goals and next steps

(pass out paint chips) You will all be getting a paint chip. Paint chips help us
visually see fractions easily. We are going to create number lines on our paint
chips. Now if my paint chip has 8 different colors, what will my number line be split
into? So what fraction does each color represent?
(do one over the projector) So first thing I always do is label 0 and 1, then I mark
off each spot where the two colors meet on the line. Then I will label each mark. 0,
1/8, 2/8 Mark it with a pencil and then once you get checked by a teacher you
may outline it with sharpie.

Reminder:
What Formative Assessment will give you information on each of your students learning of the lessons learning
outcome(s)?
Be sure to integrate formative assessment into one of the above major sections of your Lesson Plan.
Attach sample (and grading rubric if applicable)

The hands-on activity as well as the guided practice within small group discussions.
Students will be within a small group that I can work with and monitor individual
students at a time. Students will also all fill out a paint chip and labeling a number
line as an exit.

DIFFERENTIATION FRAMEWORK
How will you adapt or differentiate your lesson to meet diverse students needs?
Language Support for ELLs
Using the SIOP Model of Sheltered Immersion, list 1) the General Category of Key Components of Teaching
Language and Content Effectively and 2) the Specific Instructional Strategy/Strategies used in this lesson. Be sure
to add these labels in bold in your lesson plan.

This lesson incorporates a visual number line that allows you to understand how
different fractions with different numbers could be equal. I also use this strategy by
 displaying ideals on the board as well as explaining them. There is a also a strong
emphasis on academic language today where all students should be answer
questions completely using the language. This repetition and emphasis of academic
language used within context will help the student build up their academic
language fluency. In addition to the emphasis of the use of language in small group
there will be opportunities within the lesson for turn and talk with peers which also
provides additional wait time.

Culturally Responsive Teaching Model

Using the Culturally Responsive Teaching Model4, list here which aspect(s) of CRT are applied in this lesson with a
specific description of how it is enacted in this lesson. Be sure to add these labels in bold in your lesson plan.

Establish inclusion through cooperative groups, peer teaching and treating all students equitably. This is present
with various opportunities for turn and tlak and collaborative discussions in stations and small group.

Develop positive attitudes with an informative assessment through music and experiential learning based off the
interests of the students.

Exceptional Learning Needs

Using the Tomlinson Framework of Differentiation, list 1) the General Approach (Content, Process, Product,
Affect/Environment, and 2) the Specific Strategy related to that General Approach. Be sure to add these labels in
bold in your lesson plan

Affect/Environment: Students with IEP leave for instruction within the special
education classroom.

Process: While other students reflected on where they thought there fraction would
go on the line independently, I will walk over to the struggling students to discuss
the thinking process and where the fraction would go before they are called up to
the board.

CLASSROOM MANAGEMENT
How will you foster a positive learning environment that will enhance all students learning and growth?
Seating/ Classroom Arrangement (only if special arrangement is needed for this lesson)

Special Rules/ Procedures (only if special rules/procedures required for this lesson)

Materials Needed for this Lesson:

4 1) cultural competence - knowledge of individual and group identities that are manifested in
diverse ways of knowing, speaking, being, understanding, and learning, 2) content integration
into the curriculum - use of culturally specific curricular approaches: Contributions, Additive,
Transformation, and Social Action, 3) equity pedagogy - use of a variety of teaching approaches
that are consistent with the diverse range of knowing, speaking, being, understanding, and
learning, 4) empowering classroom culture - awareness of how school may be replicating
societal inequities and responses that empower students
- Fraction review packet
- Note cards with prewritten fractions on
- Tape
- Chromebooks
- Geometry manipulatives
- Fractions of a Set worksheet
- -Paint chip