USF Elementary Education Lesson Plan Template (S 2014) Name: ___Jamie Corkum______________________

Grade Level Being Taught: Subject/Content: Math

Group
Date of Lesson: 1/28/16
3
Size:15
Lesson Content
What Standards (national
or state) relate to this
lesson?
MAFS.3.NF.1.2- Understand a fraction as a number on a number line; represent fractions
(You should include ALL
on a number line.
applicable standards. Rarely do
teachers use just one: theyd
never get through them all.)
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?)

How can you represent and locate fractions on a number line?

Learning goals: Represent fractions, fractions greater than one, and whole numbers on
a number line.
Locate fractions, fractions greater than one, and whole numbers on a number line.

USF Elementary Education Lesson Plan Template (S 2014) Name: ___Jamie Corkum______________________
Grade Level Being Taught: Subject/Content: Math
Group
Date of Lesson: 1/28/16
3
Size:15
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
Students will be able to communicate using terms such asnumerator, denominator,
the ABCDs of objectives:
whole, fraction greater than one, and mixed number.
action, behavior, condition,
and degree of mastery, i.e., "C: Students will be able to name fractions, whole numbers, fractions greater than one, and
Given a sentence written in the mixed numbers located on a number line with no errors.
past or present tense, A: the
student B: will be able to rewrite the sentence in future
tense D: with no errors in tense
or tense contradiction (i.e., I
will see her yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Students must first learn how to put fractions on a number line because in the future
Address the following
students will need to be able to compare fractions and determine which are bigger or
questions:
smaller.
Why are you teaching this
After students have a firm understanding of fractions, mixed numbers, fractions greater
objective?
Where does this lesson fit than one, and whole numbers they will be more prepared for understanding fraction
equivalence which is learned in fourth grade.
within a larger plan?
Why are you teaching it this
I will be teaching the linear model of fractions in this way to ensure students have an
way?
opportunity to explore and find their own way of understanding this type of problem.
Why is it important for
Creating an environment of inquiry will lead to the students being life long learners.
students to learn this
concept?
Students must learn this concept in order to be successful with fractions through the
remainder of their lives and to further add on to their mathematical skills.

USF Elementary Education Lesson Plan Template (S 2014) Name: ___Jamie Corkum______________________
Grade Level Being Taught: Subject/Content: Math
Group
Date of Lesson: 1/28/16
3
Size:15
Evaluation Plan- How will
you know students have
During lesson students will engage in multiple problem solving opportunities. During
mastered your objectives? this time, I will be circulating to check for student understanding. I will be tracking this
with a chart which has every students name and a place for check marks for
Address the following:
understanding.

What formative
I will use this check list to determine what independent assignment students will
evidence will you use to
document student learning complete during the Extended period of time during the lesson.
during this lesson?
At the end of the lesson students will do a self evaluation along with answering the

What summative
essential question in their math notebooks. The math notebooks will be collected and
evidence will you collect,
either during this lesson or reviewed to check for understanding at the end of the lesson.
in upcoming lessons?
The following week students will be completing a Fraction Unit test which will measure
complete understanding of fractions.

What Content Knowledge is

necessary for a teacher to A teacher needs to know about fractions, whole numbers, mixed numbers, and fractions
teach this material?
greater than one. The terms numerator, denominator need to be used while instructing.
There also needs to be an understanding of how to place fractions correctly on a
number line.
The teacher must know and have access to a variety of manipulative that will help
support student learning. (Cuisenaire rods, and fraction tiles)

USF Elementary Education Lesson Plan Template (S 2014) Name: ___Jamie Corkum______________________
Grade Level Being Taught: Subject/Content: Math
Group
Date of Lesson: 1/28/16
3
Size:15
What background
knowledge is necessary for In second grade students learned about whole numbers, halves, and fourths.
a student to successfully
This year the students have been working on fair sharing and the area model for
meet these objectives?
frations.

Before the unit on Fractions, students too a pre-assessment to determine their

How will you ensure
students have this previous understanding of fractions before any instruction. Only 1 out of 15 students were able
to do the pre-assessment correctly. This meant we had to start from the beginning.
knowledge?

Who are your learners?

What do you know about After two weeks of working on Fair Shares and Area Model of fractions, they took a
performance task assessment. The class scored an average of 88% on this test. With
them?

What do you know about this information, I know that most students are ready to move on to Linear Model for
Fractions.
their readiness for this
The few students who were still struggling will have extra support during up coming
content?
lessons.
What misconceptions might
students have about this
content?
Students may misinterpret some problems by incorrectly identifying a fraction on a
number line by counting the tick marks, rather than the segments between each tick
mark.
Students may also look at the denominator and assume since that number is bigger,
that it is closer to a whole number, while a smaller denominator puts the fraction closer
to zero.

Lesson Implementation

USF Elementary Education Lesson Plan Template (S 2014) Name: ___Jamie Corkum______________________
Grade Level Being Taught: Subject/Content: Math
Group
Date of Lesson: 1/28/16
3
Size:15
Teaching Methods
(What teaching method(s) will
you use during this lesson?
I will be using the 5 Es method of instruction while teaching this lesson.
Examples include guided
release, 5 Es, direct instruction,
lecture, demonstration, partner
word, etc.)

USF Elementary Education Lesson Plan Template (S 2014) Name: ___Jamie Corkum______________________
Grade Level Being Taught: Subject/Content: Math
Group
Date of Lesson: 1/28/16
3
Size:15
Step-by-Step Plan
Time Who is
(What exactly do you plan to
responsible
do in teaching this lesson? Be 11:30 (Teacher or
thorough. Act as if you needed 5 min Students)?
a substitute to carry out the
lesson for you.)
10 min. Student
Where applicable, be sure to
address the following:

What Higher Order

Thinking (H.O.T.) questions
will you ask?
Student/Tea

How will materials be

10
min.
cher
distributed?

Who will work together

in groups and how will you
determine the grouping?

How will students

transition between
activities?

What will you as the

teacher do?

What will the students

do?
5 min. Student

What student data will

be collected during each
phase?

What are other adults in

the room doing? How are
20 min. Student
they supporting students
learning?

What model of co5 min. Student/Tea

teaching are you using?
cher

Engage: Students record the essential question in math journal.

After students begin to think and brain storm about what my
expectations are during todays lesson. Allow a few students to
share their thoughts.
Explore: Unlock the problem on Page. 329 of Go Math Book.
Students should notice that 1 whole fraction tile covers the same
amount of space as 4/4. Connecting color tiles to the linear model
can help students understand why multiple fractions can share the
same point. (Students will fraction tiles and number line to help
them answer this question.)
Explain: Problem Solving on Page 332 #15 of Go Math Book.
Students can utilize the same numberline template as the previous
problem. After students have a chance to work out the problem
with manipulative. Students will use accountable talk to share
answers with their group. Then share out with class.
*It is important for students to make connection that 9/3 is the
same as 3 wholes.
Hot Questions:
How does the denominator affect the size of the jump or interval on
the number line?
What does the length between each mark on the number line
represent from the problem?
What do you know about the amounts that share the same spot on
a number line?
Try This pg.. 329 in GO Math Book.
Students will complete Try this problem independently. I will circle
and check for student understanding. Based on this, students will
receive assignment, enrichment opportunity, or be pulled to small
group for further guidance.
Extend:On Level- Students complete pg.331 in Go Math. Below
Level- work on pg.. 331 in small group with teacher guidance.
Enrichment pg.. E67 in Workbook. Early finishers can get on
FastMath on Comp.
Evaluate: Students self evaluate in Math Journal (1-4 scale system)
based on how they feel about content. Then they answer Essential
Question in notebook. Teacher collects notebooks to check for

USF Elementary Education Lesson Plan Template (S 2014) Name: ___Jamie Corkum______________________
Grade Level Being Taught: Subject/Content: Math
Group
Date of Lesson: 1/28/16
3
Size:15
What will you do if

a student struggles with the content?

Students that struggle will be pulled to guided lesson after whole group
lesson is complete. They will work with manipulative and get direct
instruction from teacher.

What will you do if

a student masters the content quickly?

A student that masters content quickly will be given enrichment exercize to
complete. If this is done, they may move on to the computers to complete
fraction activities.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
N/A
If applicable, how does this lesson connect to/reflect the local community?
N/A

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Students who need enrichment will be given a different assignment during
independent work time, then be allowed to move to computer when complete.

USF Elementary Education Lesson Plan Template (S 2014) Name: ___Jamie Corkum______________________
Grade Level Being Taught: Subject/Content: Math
Group
Date of Lesson: 1/28/16
3
Size:15
How will you differentiate instruction for students who need additional
language support?
Jahir- Will be allowed to have Spanish/ English dictionary if necessary for word
problems. He will also be allowed to use manipulative to assist him while
solving problems.
Accommodations (If
Donta
needed)
Sahil
(What students need specific Need enrichment opportunities per 504. Based on performance during whole group
accommodation? List individual instruction, these students will be given enrichment activity and allowed on computer
students (initials), and then
when completed writen assignment.
explain the accommodation(s)
you will implement for these
unique learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Go Math Book
Elmo projector
Fraction tiles (one pack per student)
Number lines
Math Journals

USF Elementary Education Lesson Plan Template (S 2014) Name: ___Jamie Corkum______________________
Grade Level Being Taught: Subject/Content: Math
Group
Date of Lesson: 1/28/16
3
Size:15

Changes Made: Used Incomplete Numberline Worksheet for independant work time. Teacher Models #1, then allows students to complete
#2-3 independently, then check for comprehension. Use this as a check for understanding (informal assessment).