Name: Jamie Boehmer___________________________

Math Lesson Plan Template

Course & topic addressed _____Fractions_______ Date__3/22/2018___ Grade___4____

Learning objective/s associated with the content standard for this lesson
Specific learning objectives for The students will be able to demonstrate their ability to place fractions on the number line.
this lesson.
The students will be able to represent fractions in multiple ways using their own drawings, fraction
circles, number lines, etc.
Describe the connection to The students have already worked with some fractions however they do not seem incredibly
previous lessons. (Prior knowledge comfortable with them yet.
of students this builds upon)

State-adopted Academic Content Standards/Benchmarks

List the state academic content 4.1.2.1 Represent equivalent fractions using fraction models such as parts of a set, fraction circles,
standards/benchmarks with which fraction strips, number lines and other manipulatives. Use the models to determine equivalent
this lesson is aligned (the overall fractions.
target of student learning). Include
state abbreviation and number & text
4.1.2.2 Locate fractions on a number line. Use models to order and compare whole numbers and
of the benchmarks. If only a portion
of a benchmark is addressed, then list
fractions, including mixed numbers and improper fractions.
only that portion.
Benchmarks:
Represent equivalent fractions using fraction models such as parts of a set, fraction circles,
fraction strips, number lines and other manipulatives. Use the models to determine equivalent
fractions.

Locate fractions on a number line. Use models to order and compare whole numbers and
fractions, including mixed numbers and improper fractions.

For example: Locate 5/3 and 1 3/4 on a number line and give a comparison statement about these
two fractions, such as " 5/3 is less than 1 ¾
Academic Language Support and Objectives
What planned instructional supports might you use to We will revisit our math journals and add some terms (fraction, whole
assist students to understand key academic language to number).
express and develop their content learning?
Write your academic language objectives here. Be sure to
include the function and specific vocabulary that you
The students will describe fractions by placing them on the number line using
want the students to learn AND use. descriptive words such as numerator, denominator, greater than or less than.
(Function word choice: Categorize, Compare/contrast,
describe, interpret or justify)

Materials
Materials needed by teacher Fraction circles
for this lesson.
Materials needed by students Pencil, paper
for this lesson.

Procedure with Lesson Timeline and Instructional Strategies & Learning Tasks (This should be VERY DETAILED).You may not
do 3 different activities which is fine or if you do more than 3 please add that space into your plan.
Amount Teaching & Learning Activities Describe what YOU (teacher) will be doing and/or what
of Time STUDENTS will be doing during this part of the lesson.
Orientation/Engagement/Motivation:
7
Number talk: I am going to give them a list of fractions
and they are to put them in order from smallest to largest.
After they both complete it, they will defend their
reasoning to the group.
Amount Teaching & Learning Activities Describe what YOU (teacher) will be doing and/or what
of Time STUDENTS will be doing during this part of the lesson.
Exploration #1
10 Begin by asking students what it means for two fractions
Represent equal fractions to be equivalent.
(See Lesson 02 attachment)
Next, ask the students to represent equal fractions using
the fraction circles (ie make two fractions equal to 2/3
using the fraction circles). Note: if the students do not
give context to their explanations, have them create a
word problem (ie One person eats ¼ of a small pizza
while another person ate 2/8 of a small pizza, they both
were the same amount, just cut up differently).

Next examine transparency A, B and C to lead the group

in discussion.

Finally, have them complete student pages A, B, and C.

To wrap this section up, show them transparency D and

ask them if it makes sense.

Exploration #2
10
Bigger or smaller? Use =, <, > to show which is bigger smaller of The students will use fraction circles or their own
equal to drawings to determine whether the fraction is greater
(See greater than less than worksheet) than, less than or equal to the other. The students must
use the terms “greater than”, “less than” or “equal to”
when describing their answers.

Exploration #3 We are going to start with another warm up sort of

10 activity. The students will be ordering different numbers
Where are the fractions on the number line? from smallest to largest.
Amount Teaching & Learning Activities Describe what YOU (teacher) will be doing and/or what
of Time STUDENTS will be doing during this part of the lesson.
See Lesson 01 attachment) How do you put fractions on a number line? Have them
estimate where some are. Then, show them how to break
up a number line into the correct number in relation to
their fraction.

Next, we will spend time ordering the numbers ¾ and

14/15. Which one is closer to 1? How can you tell? Show
me with the fraction circles. Show me with a number
line.

Next I will have them do the same sort of thing with the
numbers 4/5 and 8/9. Which is closer to a whole? Why?
Following that, the students will more on to pages A-D
comparing fractions to ½ and fractions close to 1.

Next, prompt the students with something another

student said: “6/8 is greater than 4/11 because with 6/8
you need 2 to get the whole and with 4/11 you need 7”
Explain this students reasoning. Are they correct in their
thinking? Why or why not? Show them on a number line.

Does that students strategy work for 9/10 and 98/100?

Closure:
3 We will write about numerators and denominators in our
math journals to reflect on what was learned today.
Additionally, I will set them up for next week where we
will most likely be doing more work with number lines.

Accommodations and Modifications

How might I differentiate instruction for Alternative manipulatives
the range of learners? Work as partners
Give them pictures to work with rather than having to build it
 Extensions and enrichment:
Additional supports:
Assessments: Informal and/or Formal used for this lesson.
Describe the tools/procedures that
will be used in this lesson to monitor
students’ learning of the lesson
objective/s (include type of
assessment & what is assessed).
Research/Theories Applied
(Identify theories or research that
supports the approach you used.
Lesson Reflection/Evaluation
Analyze the lesson for:
What went well and why:
What changes could or should be
made?
How will I use assessment data for next
steps?
☐Informal /☐ Formal Listen to the reasoning given by each student during the number
talk to get an idea of their number sense.
☐ Informal /☐ Formal See where the students place numbers on the number line to see if
they understand where a fraction fits.
☐ Informal /☐ Formal
Gagne examined that teaching should be specific and goal directed which is why goals will be
established in their math journals at the beginning of each lesson. Additionally, they will give
meaning to their learning by going back and examining how they accomplished that goal.
Piaget believed there was much to be gained through student-student interactions which is why
the students will discuss the method in which they got the answer to the problems including
the number talk.
My lesson went really well today! We started with a mini review of the lattice method since Lily was gone last week.
Tatum actually took it upon herself to teach Lily the method. I could tell Tatum had it down from last week but Lily
needed a little help with the explanation. I over-planned for this lesson because I liked how it all flowed together and
knew I could carry whatever wasn’t finished on to next week. We got through our first exploration and started our
second exploration so next time we will do the third. None of them are fans of fractions, however they were laughing
and smiling throughout the entire lesson today which tells me that they were enjoying themselves whether they liked
it or not! It is really hard to explain how to do fractions! I really do not want to just tell them what to do so it took a
lot of round about ways of explaining it to get Lily to understand some concepts. I think with the help of next week,
they will be a lot more comfortable in their fraction abilities and hopefully enjoy them more! I had a bit of a surprise
while teaching. Their teacher brought a third student over to join our group so I had to adjust to having three students
for the day rather than two. Luckily I brought 4 fraction circle kits, so I just adapted the sheets I had and had them
share and write their answers on notebook paper. We cleaned up the fraction circles and I left the classroom and was
waiting for Bryn in the lobby because we ride together and Lily came running down because one of the pieces of my
fraction circles was left in the room. It was so sweet of her to bring it down to me and shows me that we really have
established a relationship- and we have only met three times! It makes me happy and excited to see. I cannot wait to
 teach again next week.

Include supporting material such as slides of problems, copy of textbook problems, handouts for any activities students will be using
as part of your lesson.