KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT
Teacher Candidate: __________Olivia Braadt________________________________________
Date:
______2/19/15_____
Cooperating Teacher: _______Lisa Swope__________________________________________
Coop. Initials:
________________
Group Size: ________42____________ Allotted Time: ________45______________
Grade Level:
__________4______
Subject or Topic: ___________Math: Equivalent Fractions___
Section: _____________________

STANDARD: (PA Common Core):

CC2.1.4.C.1 -Extend the understanding of fractions to show equivalence and

ordering.

I. Performance Objectives (Learning Outcomes)

Students will be able to recognize that fractions are equivalent using number lines to
represent equivalent fractions.

II. Instructional Materials

Doc camera
Pencil (one per student)
Paper (one per student)
III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)
Prerequisite skills:
Students are familiar with the method of a think-aloud and understand the process
of how the teacher models a strategy using this form of instruction.
Students understand the meaning of equivalent fractions.
Key Vocabulary:
Numerator: The top number on the fraction.
Denominator: The bottom number on the fraction.
Equivalent fractions: Fractions that represent the same part of a number.
Big Idea:
Different fractions can have the same amount
New Content:

Equivalent fractions are fractions that represent the same part of a number,

IV. Implementation
A. Introduction
1.) The teacher will begin the lesson by asking, "How can different fractions name the same
amount?"
2.) The teacher will review and explain, The top number on a fraction is the numerator. The
bottom number on a fraction is the denominator. Fractions that represent the same part of a
number are called equivalent fractions."
3.) The teacher will explain, "Like drawing fractions, we can plot fractions on a number line to
see if two fractions are equivalent".
4.) Review previous lessons content going from drawings to the number line.
B. Development
1.) The teacher will direct the students attention to the document camera. The teacher will model
and explain, " A number line is another tool for finding equivalent fractions."
2.) The teacher will model plotting the fraction sixth eights on the number line. The teacher will
explain, "We first must look at the denominator or the number represented on the bottom of the
fraction. The denominator will tell us how many equal parts to break our number line into. We
need to break the number line Into eight equal parts" The teacher will draw a number line with
eight equal parts. The teacher will start from zero and plot all the fractions to 1 while showing
the fraction sixth eighths. The teacher will explain, " By representing each fraction on the
number line It is easier to count and keep track of the fractions so they are in order from least to
greatest."
3.)For further repetition the teacher will model making a number line and plotting the fraction for
four sixths. The students will use dry erase boards and markers. The teacher will pose the
following questions before drawing the number line:

What part of the fraction do we use to make equal parts on the number line?
(denominator)
How many equal parts does the denominator tell us we need to make? (6)

4.)The teacher will then gradually release the task of plotting a fraction on the number line by

giving the students a problem. The teacher will explain, " George rode his bike nine twelfth mile
to school. Use your number line to show how far George rode his bike." If students are struggling
the teacher will prompt students with the sequential steps in this process.
5.) After the students have plotted their fraction on the number line the teacher will ask the
students to do a think-pair-share of their answers and discuss the process of getting to their final
answer.
6.) The teacher will ask students to share their thinking by asking volunteers to share their
answers.
7.)The teacher will explain, " Now that we know how to put fractions on a number line we can
do this to compare fractions and see If they are equivalent".
8.)The teacher will model making equivalent fractions with number lines using the number line
for three fourths. The teacher will explain, " I can divide each fourth into two equal parts to
show eighths. " The teacher will draw another number line and divide the number line into eight
equal parts. The teacher will explain, " I can also divide each fourth into three equal parts to
show twelfths." The teacher will draw another number line underneath and divide it into
twelfths. The teacher will circle the points three fourths, six eighths, and nine twelfths to show
that they line up on the number line and each on same size number lines. The teacher will
explain, " Each of the fractions are at the same point on each number lines which makes them
equivalent.
9.) The teacher will model an example of finding out whether two fractions are equivalent. The
teacher will write on the board and explain, "Sandy rode her bike three fourths of the way to
Jake's house. Tom rode his bike six eighths of the way to Jake's house. Did they ride the same
distance?" The teacher will explain," The first step is to write out the two fractions. We will do
that now. After we write the two fractions, lets look for the smaller denominator. (Fourths)
Good! We can divide our number line into four equal parts. Lets do that now. Now we need to
plot the fraction three fourths (plot three fourths with the students following along). Now lets
look at our other denominator. Good! It is eighths. So we will make our number line into eight
equal parts. Now I need to plot the fraction six eighths. After plotting the fraction the teacher will
explain, "Both fractions line up on the same point so they are equivalent fractions or equal the
same thing".
10.)The teacher will do an additional problem with the students assistance. The teacher will write
on the board and explain, "Rylan rode his bike two thirds of the way to Pop's Malt Shop. Tyler
rode his bike four sixths of the way to Pop's Malt Shop. Did they ride the same distance?" The
teacher will ask," What is the first step we did? (write out the two fractions) We will do that now.
After we write the two fractions, we do what? (look for the smaller denominator). Good! We can
divide our number line into three equal parts. Lets do that now. Now we need to plot the fraction
two thirds. Now lets look at our other denominator. Good! It is sixths. So we will make our
number line into six equal parts. Now I need to plot the fraction four sixths. After plotting the
fraction the teacher will ask, " Are both fractions equivalent? How do we know?"

11.) The teacher will pose a problem for the students to work on independently. The teacher will
write on the board and explain, " Ethen rode his bike three sixths of the way to The Dollar Tree.
Griffin rode his bike six twelfths of the way to the Dollar tree. Did they both ride the same
distance. Use a number line to show your answer?"

C. Closure 1.) When students are finished with their problem the teacher will ask the students to share their
ideas with their partners in a think-pair-share activity.
2.) After the students have shared their answers the teacher will direct the students to the front of
the room in order to have a class wide discussion in order reflect on the problem.
3.)The teacher will pose the following questions:
i. How would use fractions be helpful in everyday life?
ii.How might equivalent fractions benefit us in everyday life?
iii.What are we still having trouble with?

D.) Accommodations
Group 1
Group one will require more repetition and extra support to meet students needs.
Group 2
Group 2 will require some repetition. Students may be ready for a challenge problem if work is
complete.

Group 3
Group three will benefit from trying to discern how to handle larger fractions.
Individual Accommodations
Student H., P., and C., benefit from praise to boost self-confidence. Student E. and A. need extra
attention to their individual work.
E.)Evaluation plan
1. Students will be evaluated based on the following checklist. A plus (+) will be given to
students who correctly plotted the fractions on the line ad answered the problem correctly. A
minus (-) will be given to students who incorrectly plotted the fractions one the line and
answered the problem incorrectly. For students who receive minuses in one or both areas, the
teacher will pull these students aside in small groups and re-teach the concept in a mini focus
lesson on equivalent fractions with number lines.

Name

Student A
Student B
Student C
Student D
Student E
Student F
Student G
Student H
Student I
Student J
Student K
Student L
Student M
Student N

Did the student

correctly plot the
fractions on the
number line?

Did the student

evaluate if the two
fractions were
equivalent?

Student O
Student P
Student Q
Student R
Student S

V. Reflective Response
A. Report of Students Performance in Terms of States Objectives (Reflection on students
performance written after lesson is taught, includes remediation for students who failed to meet
acceptable level of achievement)
Most of the three rotations were able to grasp the concept of using number lines to represent
equivalent fractions. Five students needed remediation. To teach the students the concept I
modeled a new strategy in which the students used a ruler to plot the first fraction with the
smaller denominator. Students broke the number line into the equal parts the fraction
represented. After plotting the first fraction, students then broke used the same number line to
break it into the corresponding equal parts of the other fraction and plotted the fraction. This
seemed to help students see the relationship among both fractions using a new method.

B. Personal Reflection (Questions written before lesson is taught.)(Reflective answers to

questions recorded after lesson is taught.)
Did I pace myself well during the lesson to allow students to process the information?
Yes, I was able to pace myself in a manner that accommodated to all three groups. For group
one, they needed more support. Because of this, I had to slow the process of modeling to their
level of need and modeled a few more problems.
Reflection:
This lesson went very well. I think having the students create a number line first was a great way
to gage their prior knowledge and allowed me to see their level of understanding. I modeled the
strategy very well. Some of the students had difficulty breaking up the number line into equal
parts. I accommodated to this by allowing students to use a ruler if they wished. Overall, students
understood the concept and group three even found another method in using the number line
through self-discovery.

VI. Resources