Instructional Software

Lesson Idea Name: Mastering Fractions on a Number Line

Content Area: Mathematics
Grade Level(s): Grade 3

Content Standard Addressed: CCA.NA.1 Understand a fraction as a number on the number line; represent
fractions on a number line diagram.

Technology Standard Addressed: 1-Empowered Learner

Selected Technology Tool: BrainPop.com

URL(s) to support the lesson (if applicable):

https://www.brainpop.com/math/numbersandoperations/fractions/

Type of Instructional Software:

☐ Drill and Practice ☐ Tutorial ☐ Simulation ☐ Instructional Game ☐ e-books/e-references

Features of this software (check all that apply):

☐ Assessment Monitoring/Reporting
☐ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☐ Accessible to students beyond the school day
☐ Accessible via mobile devices
☐ Multiple languages
☐ Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

For ESOL students, I think it would be more beneficial for the students to learn and watch the video in their
native language. That way it is easier for them to comprehend. It also would be a good idea for the teacher,
myself, to learn some of the keywords in Spanish and to help the students learn the English term to further
their 2nd language knowledge. For students with learning disabilities, I would give the students more time on
different worksheets and allow them to move at their pace to fully complete and understand the standard.
Lesson idea implementation:
To introduce the lesson, I plan to ask the students what they have heard about fractions, if any, and then
begin to talk about cutting a pie or pizza into different slices. A good idea would be to bring in a pizza and let
the kids have pizza at the end of the lesson. I think the lesson would take 2-3 days to complete. Some
students will be able to grasp the concept quickly and others need the time to get acquainted and

Spring 2018_SJB
 Instructional Software
comfortable with using fractions. to assess the students progress, I think it’s best for students to be paired
with another classmate and then they can work on a worksheet together. That way it will also build
communications skills with their peers. This worksheet would be counted as a homework grade that they can
complete in class and then the next day the students will have a independent worksheet to complete that will
overall assess their knowledge. Some or most students will need that 3rd day as a buffer to help master the
standard.

I would give students feedback of their work through the 2-3 days as it gives the students a guide on what
they might need to work on at home. To conclude the lesson, I would give them positive reinforcement that
they did a really good job and worked hard throughout this lesson. The positive reinforcement would the be
pizza and showing the class the connection between fractions and pizza’s or pies.

Reflective Practice: After designing this lesson, I think this is a good introduction for students to get
comfortable with using fractions. A lot of students shriek at the sight of fractions so hopefully this would allow
them to get comfortable with the concept and then can make add/subtract/multiply/divide fractions a lot
easier when they are older. If students don’t grasp the basic understanding of fractions on a number line or
able to connect them to money or a pie, trying to have students do addition and subtraction would be very
difficult. To extend the lesson it would be smart to start telling the students about simplifying fractions in
order to let them know that they aren’t as scary as they seem.

Spring 2018_SJB