Susanne Beydoun

TSL502
Thematic Unit

Name of theme or focus of unit: Understanding Fractions

Rationale for theme for given students:

Fractions are a common core state standard for third graders. It is the
first time students are exposed to fractions. I chose this theme because it is a
difficult concept for most students at first. I wanted to make it accessible to my
ESL students. Every year when it is time to teach this standard, I always look
back and wish I had the chance to do something better when teaching. Using a
SIOP method along with strategies will make teaching this standard more
successful for all of my students.

Age and proficiency level of students:

Any EL student with a WIDA level of 2 or higher will be able to perform

the lessons. The ages for this lesson include any student of 8 years and above.
It really can encompass any beginner in fractions.

Expected time for unit: Five days of Math Instruction

Title of each lesson or focus of all lessons in the unit:

1. Introduction to Fractions
2. Identifying Fractions on a number line
3. Adding Fractions
4. Equivalent Fractions

Culminating activity or project of unit:

Creating two equivalent fractions through a drawing or model. Students

will demonstrate their understanding of equivalent fractions by writing a short
paragraph describing a story. The story will demonstrate their understanding of
why the two fractions they chose are equivalent.

Grouping or organizational procedure for unit:

For this unit, students will have plenty of opportunities to work together.
Students will be taught in whole group, small group, and in pairs. They will
demonstrate their understanding on independent levels. They also will be
working with their A/B partners, which is based off of their WIDA scores for the
students optimal success.

Adapted from SIOP

1/2013
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 Lesson Plan 1
Sheltered Instruction Lesson Plan

Your Name: Susanne Beydoun ESL Level: Intermediate

Preparation Subject: Math Grade Level(s): Third Grade
Unit Theme: Fractions Lesson Topic: Introduction to Fractions
Standard/s:

CCSS.Math.Content.3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a

whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts
of size 1/b.

WIDA: CONNECTION: Common Core Standards for Writing #8 (Grade 3): Recall information
from experiences or gather information from print and digital sources; take brief notes on sources
and sort evidence into provided categories.

Level 3 Developing- State ideas related to research topics following a model using graphic
organizers.

I. PREPARATION
Content (cognitive) Objectives:
Students will be able to:
Identify the numerator and denominator as the part and whole of a fraction
Demonstrate that fractions need to be equal pieces of a whole

Language Objectives: English Language Proficiency, Comprehension (Include 4 language

skills and vocabulary.
Students will be able to:
1. (Listening) Listen to recitations of fractional pieces such as, , , etc.
2. (Speaking) Recite fractional phrases such as as one-fourth
3. (Reading) Read a fractional piece as one-fourth for example if they see
4. (Writing) Write a fraction as a/b form
5. (Vocabulary) Define the terms denominator, numerator, and fraction

Optional:
Socioaffective Objectives
Students will be able to: show respect toward each other when in cooperative learning groups.

Materials:

II. BUILDING BACKGROUND (Motivation, prior knowledge, key vocabulary, lesson focus)

Adapted from SIOP

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Motivation: Display a picture of a circular cake or have a real cake available. Ask students who
would like a piece? Ask them to describe the piece (big or small) Does anyone want half of the
cake to themselves? (Ask questions that provoke them to think about fraction sizes)

Prior Knowledge: Begin describing the sizes of the cake as one-fourth, one-third, half, etc. Ask
students to turn and talk about if they ever heard these phrases before.
Key Vocabulary: Denominator, numerator, fraction

Lesson Focus: Understanding what a fraction is

III. PRESENTATION

1. Students at carpet next to A/B partner with math journal taking notes.
2. Teacher is creating anchor chart of fractions.
3. Explain that when we take pieces of a whole is called a fraction.
4. Write down definition of fractions on anchor chart, students write everything the teacher
writes in their journals.
5. Write a/b. Label a as the part and b as the whole.
6. Write . Draw a whole and split it into fourths. Label 1 as the part/numerator, and 4 as the
whole/denominator.
7. Have students repeat the pronunciation one-fourth 1 part out of 4 fractional pieces is
shaded. This is using strategy #11 from the 40 Active Learning Strategies (Ask students to
involve themselves in their learning by using review strategies such as these: Recite and sing
the information)
8. Write 2/6. Draw 2/6 and label the part and whole. Have students recite how to read 2/6 (two-
sixths)

IV. PRACTICE AND APPLICATION (include 4 language skills, research-based strategies,

scaffolding, and interaction [cooperative learning])

1. Ask students if they are ready to practice. Write down 2/4. Have them draw and label the
numerator and denominator on their white boards. They may work with their A/B partner
and use the anchor chart or notes for reference.
2. Once all students are ready, (indicated by their white board facing down) ask students to lift
boards to spot check.
3. Make notes of students that do not understand. Do a couple more examples.
4. Group students into groups of 3-4.
5. Pass out fractional circles manipulative. Students put the pieces together. They draw and
label the pieces as parts and wholes (numerators and denominators)
6. The teacher walks around monitoring and scaffolding.
7. Using strategy #10 from 40 Active Learning Strategies, students will have 10 minutes to get
the work done. (When you have students work together in pairs, time them. Students who
know that they have only a short time to work together will focus better than those students
who think that they and their partners have all class long to work.)
8. Students are speaking using vocabulary: fraction, denominator, and numerator.

V. REVIEW AND ASSESSMENT (relate assessments to learning objectives)

Adapted from SIOP

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 1. Informal assessment during lesson on white boards using checklist.
2. Informal assessment with manipulative fractional circles when students write the parts that
make of the whole checklist.
3. Formal exit slip. Teacher displays fraction 3/4. Students need to label the numerator and
denominator. Students also need to write the definition of a fraction.

VI. EXTENSION

Lesson Materials:

Possible Anchor Chart:

Fraction Circles Manipulatives:

Exit Slip:

Directions: Label the denominator and numerator of the following fractions.

1.
2. 6/10

Adapted from SIOP

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Define fraction:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Lesson Plan 2
Sheltered Instruction Lesson Plan

Your Name: Susanne Beydoun ESL Level: Intermediate

Preparation Subject: Math Grade Level(s): Third Grade
Unit Theme: Fractions Lesson Topic: Identifying Fractions on a
Number Nine
Standard/s:

CCSS.Math.Content.3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a

whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts
of size 1/b.

CCSS. Math. Content. 3. NF. 2 Understand a fraction as a number on the number line; represent
fractions on a number line diagram.

WIDA: CONNECTION: Common Core Standards for Writing #8 (Grade 3): Recall information
from experiences or gather information from print and digital sources; take brief notes on sources
and sort evidence into provided categories.

Level 3 Developing- State ideas related to research topics following a model using graphic
organizers.

I. PREPARATION
Content (cognitive) Objectives:
Students will be able to:
Identify the name of a fraction by looking at a picture model and/or a number line
Demonstrate that a unit fraction is one part of the whole on a number line

Language Objectives: English Language Proficiency, Comprehension (Include 4 language

skills and vocabulary.
Students will be able to:
1. (Listening) Listen to recitations of fractional pieces such as, , , etc. on a number line
2. (Speaking) Recite fractional phrases such as as one-fourth
3. (Reading) Read a fractional piece on a number line
4. (Writing) Write a fraction as a/b form on a number line
5. (Vocabulary) Define the term unit fraction

Optional:
Socioaffective Objectives
Students will be able to: show respect toward each other when in cooperative learning groups.

Adapted from SIOP

1/2013
ejp
Materials:

II. BUILDING BACKGROUND (Motivation, prior knowledge, key vocabulary, lesson focus)

Motivation: Display a chocolate bar, preferably a long one. Remind students that yesterday they
viewed a cake. Ask students who would like a piece of the chocolate bar? Can the chocolate bar
be broken into pieces like the cake? Ask students to compare the shapes. Ask them to describe
the piece (big or small) Does anyone want half of the chocolate bar to themselves? (Ask
questions that provoke them to think about fraction sizes)

Prior Knowledge: Begin describing the shape of the chocolate bar and how you can still have
one-fourth, one-third, half, etc. Ask students to turn and talk about if they ever heard of number
line because that is what we will be exploring today.

Key Vocabulary: unit fraction, number line, halves, thirds, fourths, fifths, etc.

Lesson Focus: Identifying a fraction on a number line

III. PRESENTATION

1. Students at carpet next to A/B partner with math journal taking notes.
2. Teacher is creating anchor chart of fractions on a number line.
3. Teacher passes out number line for students to paste into notebook and label their notes on.
4. Explain that when we take pieces of a whole is called a fraction (review from lesson 1).
5. Write down definition of unit fraction on the notebook. Draw and label an example on a
picture model.
6. Now draw and label on the number line. Have students label zero and 1 understanding that 1
is the whole.
7. Tell students to think of the number line as a chocolate bar and breaking it up into equal
pieces. The more pieces you break it up into, the smaller the pieces get.
8. Break up the number line into fourths.
9. Identify the unit fraction on the number line example and label it.
10. Have students repeat the pronunciation unit fraction on the number line. This is using
strategy #11 from the 40 Active Learning Strategies (Ask students to involve themselves in
their learning by using review strategies such as these: Recite and sing the information)
11. Continue labeling the rest of the parts on the number line. Have students repeat each label as
they are written.

IV. PRACTICE AND APPLICATION (include 4 language skills, research-based strategies,

scaffolding, and interaction [cooperative learning])

1. Ask students if they are ready to practice identifying the fraction on a number line on their
white boards. Draw a number line on teacher white board and partition it into thirds. Ask
students write down the unit fraction on their white board. They may work with their A/B
partner and use the anchor chart or notes for reference.
2. Once all students are ready, (indicated by their white board facing down) ask students to lift
boards to spot check.
3. Make notes of students that do not understand. Do a couple more examples.
4. Group students into groups of 3-4.
Adapted from SIOP
1/2013
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5. Pass out fractional bars manipulative. Students put the pieces together. They draw and label
the pieces as parts and wholes (numerators and denominators)
6. They must order the fractional units of each bar from largest to smallest.
7. The teacher walks around monitoring and scaffolding.
8. Using strategy #10 from 40 Active Learning Strategies, students will have 10 minutes to get
the work done. (When you have students work together in pairs, time them. Students who
know that they have only a short time to work together will focus better than those students
who think that they and their partners have all class long to work.)
9. Students are speaking using vocabulary: unit fraction, halves, thirds, fourths, fifths, etc.

V. REVIEW AND ASSESSMENT (relate assessments to learning objectives)

1. Informal assessment during lesson on white boards using checklist.

2. Informal assessment with manipulative fractional bars when students order the unit fractions
from largest to smallest using checklist.
3. Formal exit slip. Teacher draws 4 blank fractional number lines on board. Students take
index card and number 1-4. They need to identify the fractional pieces that the number line
is broken up into using the vocabulary, thirds, fourths, fifths, sixths, etc.

VI. EXTENSION

Lesson Materials:

Example of Anchor chart:

Fraction Bar Manipulative:

Exit Slip:
Adapted from SIOP
1/2013
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On Smart Board, draw four number lines. First one is broken into sixths. Second is broken into
eighths. Third is broken into tenths. The fourth one is broken into sevenths.
Directions: On an index card, identify the parts that are shown in the number line.

Lesson Plan 3
Sheltered Instruction Lesson Plan

Your Name: Susanne Beydoun ESL Level: Intermediate

Preparation Subject: Math Grade Level(s): Third Grade
Unit Theme: Fractions Lesson Topic: Adding Fractions
Standard/s:

CCSS.Math.Content.3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a

whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts
of size 1/b.

CCSS. Math. Content. 3. NF. 2 Understand a fraction as a number on the number line; represent
fractions on a number line diagram.

WIDA: CONNECTION: Common Core Standards for Writing #8 (Grade 3): Recall information
from experiences or gather information from print and digital sources; take brief notes on sources
and sort evidence into provided categories.

Level 3 Developing- State ideas related to research topics following a model using graphic
organizers.

I. PREPARATION
Content (cognitive) Objectives:
Students will be able to:
Demonstrate how to add fractions with like denominators using a picture model
Demonstrate how to add fractions with like denominators one on a number line

Language Objectives: English Language Proficiency, Comprehension (Include 4 language

skills and vocabulary.
Students will be able to:
1. (Listening) Listen to recitations of adding fractions + = 4/4
2. (Speaking) Recite fractional phrases such as + = 4/4
3. (Reading) Read a fractional piece such as three fourths plus one fourths equals four
fourths.
4. (Writing) Write to explain which method (picture model or number line to solve adding
fractions with like denominators.
5. (Vocabulary) like-denominators, adding the parts

Optional:
Socioaffective Objectives
Students will be able to: show respect toward each other when in cooperative learning groups.
Adapted from SIOP
1/2013
ejp
Materials:

II. BUILDING BACKGROUND (Motivation, prior knowledge, key vocabulary, lesson focus)

Motivation: Present two chocolate bars. Each chocolate bar is broken in half. Ask students what
would happen if you gave someone two halves. The response would be they ate a whole
chocolate bar. Press further, and ask them what if I gave that someone another half. How much
would they have eaten? Use a student to demonstrate giving three halves of the chocolate bar so
students can make the connection.

Prior Knowledge: Begin by describing that you must know what the whole is broken up into just
as was explored in the previous lesson. If the wholes are broken up into the same pieces, you
could begin to add, which is what will be explored in this lesson.

Key Vocabulary: like-denominators, adding the parts

Lesson Focus: Adding Fractions Using Models

III. PRESENTATION

1. Students at carpet next to A/B partner with math journal taking notes.
2. Teacher is creating anchor chart of adding fraction using pictures and a number line
3. Draw two circles split into fourths. Shade in in one circle and 2/4 in the second. Label
each shaded figure below.
4. Write definition of like denominators: the denominators are the same which means the
whole is split into the same parts
5. Add and 2/4 by drawing another circle. Identify the three shaded fourths as .
6. Explain that this is the picture model and there is another method that could be used called
the number line method.
7. Draw a number line and split it into fourths. Label and start at . Add two more fourths as
two hops to land on .
8. Have students repeat the pronunciation like-denominators on the number line and the
picture model. This is using strategy #11 from the 40 Active Learning Strategies (Ask
students to involve themselves in their learning by using review strategies such as these:
Recite and sing the information)

IV. PRACTICE AND APPLICATION (include 4 language skills, research-based strategies,

scaffolding, and interaction [cooperative learning])

1. Ask students if they are ready to practice adding fractions using the picture model on their
white boards. Draw picture model of halves. Draw three circles split into halves. Ask
students to add 3 halves plus 1 half. They may work with their A/B partner and use the
anchor chart or notes for reference.
2. Once all students are ready, (indicated by their white board facing down) ask students to lift
boards to spot check.
3. Make notes of students that do not understand. Do a couple more examples using the picture
model.

Adapted from SIOP

1/2013
ejp
4. Ask students if they are ready to practice adding fractions using the number line model on
their white boards. Draw a number line model that is split into thirds. Write and ask students
to add 2/3 and 4/3. They may work with their A/B partner and use the anchor chart or notes
for reference.
5. Once all students are ready, (indicated by their white board facing down) ask students to lift
boards to spot check.
6. Make notes of students that do not understand. Do a couple more examples using the
number line model.
7. Group students into groups of 3-4.
8. Students need to create a fraction addition problem and demonstrate using the picture and
number line model to solve the problem in their math journal.
9. The teacher walks around monitoring and scaffolding.
10. Using strategy #10 from 40 Active Learning Strategies, students will have 10 minutes to get
the work done. (When you have students work together in pairs, time them. Students who
know that they have only a short time to work together will focus better than those students
who think that they and their partners have all class long to work.)
11. Students are speaking using vocabulary: like denominator

V. REVIEW AND ASSESSMENT (relate assessments to learning objectives)

1. Informal assessment during lesson on white boards using checklist.

2. Informal assessment with group work of creating own addition fraction problem with two
methods of solving using checklist.
3. Formal exit slip. Teacher writes out story problem on board and students show how to solve
the problem using the picture model and the number line model.
I ate 2 eighths of a pizza for lunch. For dinner I 4 eighths of a pizza. How many pizza
slices have I eaten in total today?

VI. EXTENSION

Lesson Materials:

Example of Anchor Chart

Adapted from SIOP

1/2013
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Exit Slip:
On index card students show two models of solving the problem displayed on smart board I
ate 2 eighths of a pizza for lunch. For dinner I 4 eighths of a pizza. How many pizza slices have I
eaten in total today?
Lesson Plan 4
Sheltered Instruction Lesson Plan

Your Name: Susanne Beydoun ESL Level: Intermediate

Preparation Subject: Math Grade Level(s): Third Grade
Unit Theme: Fractions Lesson Topic: Equivalent Fractions
Standard/s:

CCSS.Math.Content.3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a

whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts
of size 1/b.

CCSS. Math. Content. 3. NF. 3. a Understand two fractions as equivalent (equal) if they are the
same size, or the same point on a number line.

WIDA: CONNECTION: Common Core Standards for Writing #8 (Grade 3): Recall information
from experiences or gather information from print and digital sources; take brief notes on sources
and sort evidence into provided categories.

Level 3 Developing- State ideas related to research topics following a model using graphic
organizers.

I. PREPARATION
Content (cognitive) Objectives:
Students will be able to:
Identify equivalent fractions on a number line

Adapted from SIOP

1/2013
ejp
Language Objectives: English Language Proficiency, Comprehension (Include 4 language
skills and vocabulary.
Students will be able to:
1. (Listening) Listen to recitations of equivalent fractions 2/4ths is the same as
2. (Speaking) Recite fractional phrases such as 2/4ths is the same as
3. (Reading) Read a fractional piece such as 2/4ths is equivalent 1/2
4. (Writing) Write to explain which fractions are equivalent
5. (Vocabulary) equivalent fraction

Optional:
Socioaffective Objectives
Students will be able to: show respect toward each other when in cooperative learning groups.

Materials:

II. BUILDING BACKGROUND (Motivation, prior knowledge, key vocabulary, lesson focus)

Motivation: Do a survey of raised hands quickly. Ask if students would rather have of a piece
of a chocolate bar or 2/4th piece of a chocolate bar. Record the responses. Now present the two
chocolate bars and ask students which they would rather have.

Prior Knowledge: In the previous lessons, students have been exposed to adding factions with
like denominators and have been exposed to using the number line model.

Key Vocabulary: equivalent fractions

Lesson Focus: Equivalent Fractions

III. PRESENTATION

1. Students at carpet next to A/B partner with math journal taking notes.
2. Teacher is creating anchor chart of equivalent fractions on a number line
3. Write definition of equivalent fractions.
4. Draw examples of equivalent fractions is equivalent to 2/4.
5. Draw a several number lines under each other and label equivalent fractions.
6. Have students repeat the pronunciation equivalent fractions on the number line. This is
using strategy #11 from the 40 Active Learning Strategies (Ask students to involve
themselves in their learning by using review strategies such as these: Recite and sing the
information)

IV. PRACTICE AND APPLICATION (include 4 language skills, research-based strategies,

scaffolding, and interaction [cooperative learning])

1. Ask students if they are ready to practice identifying equivalent fractions using number lines
on their white boards. Use the number lines of fractional pieces on the smart board and ask
students to find an equivalent fraction to 1/3, 2/8, etc. They may work with their A/B partner
and use the anchor chart or notes for reference.
2. Once all students are ready, (indicated by their white board facing down) ask students to lift
boards to spot check.
Adapted from SIOP
1/2013
ejp
3. Make notes of students that do not understand. Do a couple more examples using the picture
model.
4. Group students into groups of 3-4.
5. Students will use the fraction bar manipulatives to create as many equivalent fractions as
they can come up with and record them in their notebooks.
6. The teacher walks around monitoring and scaffolding.
7. Using strategy #10 from 40 Active Learning Strategies, students will have 10 minutes to get
the work done. (When you have students work together in pairs, time them. Students who
know that they have only a short time to work together will focus better than those students
who think that they and their partners have all class long to work.)
8. Students are speaking using vocabulary: equivalent fraction

V. REVIEW AND ASSESSMENT (relate assessments to learning objectives)

1. Informal assessment during lesson on white boards using checklist.

2. Informal assessment with group work finding as many equivalent fractions as they can using
fraction bars using checklist.
3. Formal exit slip. Teacher displays a number line where is labeled. Task: Students need to
come up with 5 equivalent fractions to . Students must explain their reasoning on an index
card.

VI. EXTENSION

Lesson Materials:
Example of Anchor Chart

Fraction Bar Manipulative

Adapted from SIOP

1/2013
ejp
Culminating activity or project of unit:

Creating two equivalent fractions through a drawing or model. Students

will demonstrate their understanding of equivalent fractions by writing a short
paragraph describing a story. The story will demonstrate their understanding of
why the two fractions they chose are equivalent.

Materials: Construction paper, lined paper, glue, colored pencils

Rubric:

Story contains two equivalent fractions 10 points

Visual representation of each equivalent 10 points
fraction
Explanation why the two fractions are 10 points
equivalent

Sample of story:

I bought two round cakes for mothers day. I cut the chocolate cake into thirds and the vanilla
cake into sixths. Only 1/3 of the chocolate cake was left and 2/6 of the vanilla cake was left. We
had the same amount of cake left over from each cake. 1/3 and 2/6 are equivalent.

Visual representation:

Equivalent Fractions
1/3 2/3
1/6 2/6 3/6 4/6 5/6

Reasoning:

1/3 and 2/6 are equivalent because they cover the same amount of space, but have different
numbers.

Adapted from SIOP

1/2013
ejp