Formal Lesson #3

Lesson: Fraction Number Lines

Grade: 4th
Teacher Candidate: Elsie Drynan
Time Allotted: 50 Minutes
Actual Time: About 20 minutes for my lesson, then I will be teaching
straight from the book and students will be working individually.
1. Instructional Objectives:
Students will be able to plot fractions on a line plot. I can
accurately plot fractions on a line graph.
Students will be able to recognize equivalent fractions with
different denominators and different numerators. I can identify
equivalent fractions.
2. Common Core Math Standards:
4.NF.A.2: Compare two fractions with different numerators and
denominators by creating common denominators or numerators.
4.MD.B.4: Make a line plot to display a data set or measurements
in fractions of a unit.
3. Materials/Resources Needed:
Butcher paper with a line plot drawn on it.
Note cards with different fractions on them (Enough for each
student to have one). (3/8, , 1 , 2 1/8, 2 7/8, 3 , 3 5/8, 4 2/4,
4 6/8, 4 7/8)
A copy of the line plot for the students to follow along.
Pencil
Tape to tape up the fractions
Marker
4. Technology Used: I only plan on using the smart board to display the
student objectives.
5. Teaching Procedure:
We will start by going over our objectives for this lesson.
I will remind students that this is a review and that we will see
this again on testing days for the C.R.Ts.
Because the butcher paper is so large, we have to do this portion
of the lesson in the hall. So, we will go over proper hall etiquette.
When students are headed out to the hall they will be given a
note card containing a fraction.
They will all have a chance to tape their fraction to the
appropriate space on the line plot.
I will then have them tell my any patterns that they notice. These
should be seeing equivalent fractions, how to divide their
number line into different parts of a whole.

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Then we will look at whether a fraction is larger or smaller by

using the line plot.
We will also briefly talk about subtracting/adding fractions I will
be using the vocabulary words sum and difference to help the
students recognize those words and what they mean.
Once the students have filled out the line plot and have filled out
their page we will move back into the classroom to further
explore line plots out of the Math Expression book. They will just
be doing a simple workbook activity and get caught up on
homework from the week.
Accommodations Required to Support the Learning of
Exceptional Students:
To push the students to utilize the line plot I am going to briefly
ask them to do some addition and subtraction problems. This
way the students can understand that they can use this tool to
add and subtract fractions.
Then we are going to be moving into the lesson out of the book.
The students are leveled depending on understanding. Some
may move faster through the activity in the book then others and
they understand that they have this freedom.
Inclusion of Indian Education (IEFA): N/A
Assessment Procedure:
This problem came directly from homework this week and most
students got it wrong. I decided to do a fun class project to get
students to visualize what they are doing when making a line
plot. Every student will turn in their line plot so we can see
whether or not they understand how to plot fractions on a
number line.
References:
www.missmathdork.com I found this through the Pinterest search
engine. She had this geared towards 6th and 7th graders, I
adapted it to be appropriate for fourth graders.