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USF Elementary Education Lesson Plan Template (S 2014)



Lesson Content
What Standards (national
or state) relate to this
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

MAFS.3.NF.1.1 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.
MAFS.3.NF.1.2 Understand a fraction as a number on the number line; represent fractions on a number
line diagram.
a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole
and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the
part based at 0 locates the number 1/b on the number line.
b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize
that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
MAFS.3.NF.1.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning
about their size.
c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a
number line diagram.

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

(Student-centered: What will
students know and be able to
do after this lesson? Include

How can you use the numerator and denominator to represent amounts in multiple
What do the top digit (numerator) and bottom digit (denominator) represent in a
How can you represent and locate fractions on a number line?
How can you represent and locate fractions greater than 1 and whole numbers on a
number line?

Given a shape or a number line, the student will be able to partition the object into
fractional pieces and identify what fractional amount is represented with fewer than one

USF Elementary Education Lesson Plan Template (S 2014)



the ABCDs of objectives:

action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
Note: Degree of mastery does
not need to be a percentage.)
Address the following
Why are you teaching this
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?

This objective is being taught so that the students will understand how to partition
shapes and number lines into fair shares.
This lesson fits into a larger plan as students will soon begin working with equivalent
This lesson is a centers review for students to have addition practice with the concepts
and develop mastery before assessment.
This is an important concept because in the real world students will need to know how to
solve fractions and understand the concepts of fair shares and equal parts.
Formative: Students will be completing an exit ticket at each of the centers they attend.
Students will be asked to grade themselves on their exit ticket at the end of the centers
and show me a fist of five on how confident they feel going into their summative
Summative: students will be completing a performance assessment at the end of the
lesson. Their assessment involves fractions with shapes as well as number lines.
Students will use these skills in fair shares as well as labeling the fractional pieces.

USF Elementary Education Lesson Plan Template (S 2014)



What summative evidence

will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge
is necessary for a teacher
to teach this material?

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
What do you know about
their readiness for this

What misconceptions
might students have about
this content?

Fair share all pieces must be equal

Fraction circles and how they work as well as how they can be utilized with number
Fractions greater than one and how they would be represented using shapes as
well as number lines
Fractional vocabulary such as: numerator, denominator, fourths, thirds, halves,
whole, fraction greater than one, less than, greater than, etc.

Students need to know the vocabulary used when discussing fractions

Students need to know how to label fractions on a number line as well as determine what
fraction is being represented
Students will need to know how to represent fractions greater than one on a number line
and with shapes
I will know whether or not students have this knowledge based on their exit tickets as
well as their self-assessment.
My learners have been working with this content for several days and should have an
understanding of it. Some of my learners struggle with mathematical content. I will be
giving these students addition support during the centers part of the lesson.

Students might have misconceptions about the numerator and the denominator.
Students might have misconceptions about the number lines and how to partition them.
Students might have misconceptions about equivalent fractions (we have not explicitly
covered this information yet)
Lesson Implementation

USF Elementary Education Lesson Plan Template (S 2014)

Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
What are other adults in
the room doing? How are


Students will be learning in centers for this lesson. There are four centers based on the
different concepts that they need to know for their performance assessment.





Who is
e (Teacher

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;

I will explain the objective and give students directions for what we
will be doing during the lesson. Students will get into their centers
based on the numbers they have on their desk.
Students will move from center to center. The will participate in the
activity and then complete the exit ticket. A timer will be set for 8
minutes. Students will have 30 seconds to clean up their center and
get to the next one.

Together, we will review the exit ticket. Students will grade their exit
ticket using crayon. I will ask students to show me a fist of 5 based
on how comfortable they are with the content.

Students will complete their performance task for this unit. I will
assess their exit tickets.

USF Elementary Education Lesson Plan Template (S 2014)

they supporting students
What model of co-teaching
are you using?
What will you do if


a student struggles with the content?

Students will be in heterogeneous ability groups. Students that struggle will be able to
receive support from the stronger students of the group. They will also come to the
fractions greater than one center in which I will be giving additional support.
a student masters the content quickly?
These centers are made for students to practice the content. If a student masters this
content quickly, they will do the activity again. Students will also be able to coach
students that struggle with the content.

Meeting your students

needs as people and as

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
My students like competition. By giving them races and games to play against each
other, they strive to do their best.
My students also really enjoyed making their fraction friends, by reconnecting that
lesson, they will be able to extend that knowledge while having fun learning.
If applicable, how does this lesson connect to/reflect the local community?

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
These students will be asked to coach their peers that struggle with the content. Also,
students may master one center but need extra support at another center.

USF Elementary Education Lesson Plan Template (S 2014)



How will you differentiate instruction for students who need additional
language support?
Students who need additional language support will be working in groups where their
peers can read the directions to them.

Accommodations (If
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Vocabulary cards
Bingo cards
Pre-made fraction friends
Dry erase markers