Design for Learning

Instructor: Miss Lawless

Grade Level/Cooperating Teacher: 4th/Cooper
Lesson Title: Visualizing Fractions
Date: 4/4/16
Curriculum Area: Math
Estimated Time: 45 min.
Standards Connection:
13.) Compare two fractions with different numerators and different denominators, e.g., by
creating common denominators or numerators or by comparing to a benchmark fraction
such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the
same whole. Record the results of comparisons with symbols >, =, or <, and justify the
conclusions, e.g., by using a visual fraction model. [4-NF2]
Learning Objective(s):
When given a number line between 0 and 1 students will write the correct fraction on the
correct space on the number line with 100% or 5 out of 5 correct.
Learning Objective(s) stated in kid-friendly language:
Today, we are going to learn how to find fractions on a number line! You will be given a
number line and must find the correct fractions you have been asked to find.
Evaluation of Learning Objective(s):
Students will be given a number line on a piece of paper. The students will then be given
a list of fractions they must find on the number line. The students will then write the
fraction on the correct spot on the number line. The students will do this individually at
their desks. Students who are able to write all 5 fractions in the correct spot on the
number line will be considered proficient and in the green range. Students who write 4 or
less fractions in the correct place on the number line will be in the yellow range and in
need of re-teaching.
Engagement:
The teacher will read a book to the students titled The Lions Share by Matthew McElligot. The
teacher will ask the students questions before and after she reads the book. Boys and girls, I want
everyones hands in their laps and eyes on me. Today, we are going to learn how to find fractions
on a number line. But first I want to read you a story! This book is called The Lions Share A tale
of halving cake and eating it, too by Matthew McElligot. Can anyone tell me what they think this
book may be about? A lion? Maybe! Anyone else? Oh half of a lion? Maybe so! I guess we will
only find out if we read it. The teacher will read the book. So What did the lion do to the cake at
first? Yes, he halved it! What happen next? Yes, the cake got cut into quarters or fourths! Did the
pieces of the cake keep getting bigger or smaller? Yes! The pieces kept getting smaller on the
cake because they kept getting halved. We went from 1 whole cake, to what? A cake cut into s
and then a cake cut into ths and then cake even cut into 1/8ths. Were the 1/8 pieces bigger or
smaller than the 1/4th pieces? Yes They were smaller because the got cut down into 1/8ths. Now
we are going to do even more stuff with fractions!
Learning Design:

I.

Teaching:
The teacher will have a number line drawn on the board. She will first ask
students what a number line is and what they know about it. She will then explain
to students that we can use number lines to help us see fractions. The teacher will
go over how to count on a number line and how to use a number line. The teacher

will then have a few fractions written on a sticky note, that she will mode where
they go for the students. The teacher will ask the students questions about why she
placed them where she did and have them explain their thinking. The teacher will
then have students come up and place different fractions on the correct spot on the
number line. The teacher will then have the student explain why they put that
fraction there. The teacher will continue to do this for several other fractions.
Boys and girls, like I said before we are going to learn how to find fractions on a number
line. I know you have been working really hard with fractions with Mrs. Cooper, so I
know you can do this. This that I have drawn on the board is a number line. Can anyone
tell me what a number line is and why we use it? Well a number line is a line that can
represent different numbers. Number lines allow us to see the numbers instead of just
seeing them in our heads or counting them. We can see the numbers that come before and
after a number as well as where it falls in line with many other numbers. Im going to
first draw a pie. This is one whole pie. Im going to split it into 8 pieces. Now we have 8
pieces of our pie. I want to show you this on a number line that goes from zero to one.
Each little mark I make is called a tick mark and each tick mark represents a number.
Since we want to show 8 pieces of our pie on this number line, Im going to draw 8 tick
marks. Lets count, 1,2,3,4,5,6,7 and our final 1 is our number 8. If I write 8/8 next to
this 1, is that the same thing? Why? Lets think about it this way, if I have a cake that has
8 pieces and remember in all is what our bottom number is and I eat all 8 of them,
which our top number is pieces in it then how much of the cake did I eat? Yes! I ate the
whole cake. So 8/8 is the same as 1. Well now I have this fraction right here. The teacher
will show the students the fraction on her sticky note, which is . Can someone tell me
what this fraction is? Yes! This fraction is , Im going to put this fraction on the tick
mark that represents half of 8. Can anyone tell me what half of 8 is? Yes! Half of 8 is 4.
So Im going to put this sticky note on 4. Help me count from 1 to 4 so I know where it is.
1,2,3,4, very good. 4 is of 8 so Im going to put my sticky note here. Now Im going to
do another one. The teacher will show the students the fraction . Can anyone tell me
what fraction this is? Yes! This is . So is bigger or smaller than . Well is smaller
because if we had a half of a pizza and we cut it into 4 pieces, did we make each piece
bigger or smaller? Smaller! So what did we say was of 8? Yes! 4, so what is half of 4?
Yes! 2 is half of four! So that means that of 8 is 2. I want everyone to pull out there
fraction kit. I want everyone to place the one whole on their desks. That is one whole or 8
in our case! Now I want you to put your half underneath it! So now you have halved your
8, which makes what? 4! Great! Now put your 1/4th underneath your half! How much of
that number 8 do you have in that ? Yes! You have 2! 1/4th of 8 is 2! We can also think
of it like this. What is 4 times 2? Yes 8. If you look up here on my number line, how many
sets of 2 do I have? Lets circle them. Yes! I have 4 sets of 2 which is why 4 times 2 is 8.
There are two pieces in each . I think this will make more sense as we go. Im going to
give someone a fraction and I want you to come up here and stick it on the board and
then explain to the class how you did it. Who can tell me where goes on the board?
Come on up! Yes! goes on the 6th tick mark. Can you explain your thinking? Well first
lets ask the class is bigger or smaller than . Yes! Its bigger. Can anyone tell me what
is of 8? Well lets count on our number line. If we know that is 4, then lets count up to
the place where she put it, the 6th tick mark. So lets count 4,5,6. So is 6 of 8. If we had a
cake with 8 pieces and we ate 6 of them, that means that we would have eaten of it. I
want you to get your fractions kit back out. I want you to lay out the whole and then the
half underneath it. Now I want you to lay out 31/4ths. See how we have 31/4ths
well that makes it 3/4ths. 6 is 3/4s of our whole number which is 8. Okay now you are
going to do some of these fractions with a partner.
II.
Opportunity for Practice:
The teacher will have the students get into partner groups. The teacher will give the
students a number line that goes from 0 1 and then cards with fractions on them.

The students will tape the cards on the correct spot on the number line. The students
will then share with the class their reasoning or putting certain fractions where they
go. Okay boys and girls, I want you to find a partner. If there are not an even amount
of people for there to be 2 in every group, then we can have a group of three. If we
cant do this in an orderly manner, I will put you into partner pairs. Im going to pass
out a number line from 0-1. It has all the tick marks on it that you will need. You are
first going to count the tick marks to see how many you have in a whole. Then Im
going to give you note cards with fractions on them and I want you and your partner
to put them in the correct spot. When we are all done we are going to share our
answers with the class. The teacher will pass out all materials. The students will place
their note cards on the number line on their desks and then stand up and explain their
thinking/answers. Okay, first I want you to tell me how many pieces are in this
whole? Yes! 12. There are 12 tick marks on this, not counting our zero. Okay now can
you tell me where the is? Yes, that is the 1/2, why do you think that? Great! of 12
is 6! Who can tell me where they put the ? Yes! It goes on the 3rd tick mark? Why?
Well what is half of 6? Yes! It is 3. What is 4 times 3? Yes it is 12. How many sets of 3
do we have in 12? Yes! We have 4 sets! There are 3 ticks or numbers I each set of
four, so 4 times 3 is 12. The teacher will continue until she has gone over all the
fractions.
III. Assessment
Students will be given several number lines on a piece of paper. The students will then be
given a list of fractions they must find on the number line. The students will then write
the fraction on the correct spot on the number line. The students will also be given
fractions that were presented during the lesson and asked which is the greater fraction.
The students will do this individually at their desks. Students who are able to write all 5
fractions in the correct spot on the number line will be considered proficient and in the
green range. Students who write 4 or less fractions in the correct place on the number line
will be in the yellow range and in need of re-teaching. Boys and girls I want you to go
back to your seats. Im going to pass out a number line similar to the others we have
done today. I want you to to work on this by yourself. You have a box of fractions at the
top. I want you to write the fractions on the correct spot on the number line. If you need
to use your fraction kit you can. You will have about 10 minutes to do this. The teacher
will give the students about 10 minutes to complete this activity.
IV. Closure:
The teacher will give the students a piece of paper where they will write one thing they
learned today and one thing they still have a question about. Boys and girls im going to
give you a piece of paper or you can get your own. I want you to write one thing you
learned about fractions today and then one question you still have about them. The
teacher will give the student 5 minutes to do this. Well great job today! I had so much fun
working with a number line with you!
Materials and Resources:
The Lions Share by Matthew McElligot
Fraction kit
Board
Marker
Pencils
Sentence strips for number line
Sticky notes
Note cards
Number line worksheet

Differentiation Strategies (including plans for individual learners):

Green: Students will be given a number line with a high range of numbers such as 0-3 or greater.
The student will still find the same fractions just on a bigger scale. The student can also teach
fractions to the class using their own number line and anchor chart/board and marker.
Red: Students will be retaught the material using a number line that has less than 8 marks on it.
The teacher will begin with s smaller set of numbers like 4, where the students will have to
identify and . The teacher will give the student their own number line to fill in as she teaches
similar to a note taking guide. The student can use their fraction kit during all parts of the lesson.
Data Analysis:
My students were not able to take my assessment for this lesson, but they did take Mrs. Coopers
assessment, which had one fraction question on it. My assessment came from my own own
observations and from my practice. During the practice, most of the student partner pairs were
able to complete this on their own, but several needed help. I have this fault where if I see a
student who doesnt understand I automatically start teaching and rarely give them the
opportunity to just try. I caught myself doing this during the practice, but it gave me many
opportunities to take some formative assessments. My gifted students were able to do this without
any help and they were seated at a table with students who needed help so they were able to offer
help. I did have a few students who were confused on the fraction piece, but once we went over
it after everyone was done they seemed to understand it. As I was grading Mrs. Coopers
assessment I was very surprised to see that almost all f the students were able to label ,1/2, and
on the number line she had given them. The assessment was given the next day so I dont know
if she went back over the material, even though they dont have her in the afternoon or if they
actually understood it. I wish I was able to give my assessment, but I wasnt so I had to make due.
Reflection:
I had this lesson scripted out and knew exactly what I was going to do, but somewhere in the
middle of my lesson I chose to stop it and do something completely different. I wanted to show
the students of 8. So I chose 8 students and had them come up to model of 8. I did this again
for 3/4 . I had several ahhhh moments when I did this and I thought it was very helpful. It was a
very on the spot decision, but it worked and Im thankful for that. I ned to begin using the
teachers behavioral system because me just trusting they will act good for me, wasnt true for
this time. They were better for me than they are for their teacher, but I still sometimes had to get
onto them. If I could change anything I would have changed a few things about my teaching. The
students were very involved when I had them come up and model fractions, but when it came to
the number line they werent. I had one student come up and put a fraction on the board, but I
should have had all of them come up and then discuss it. This would have made everyone active
in learning and I think that would have been more effective. This was by far the hardest lesson I
have ever taught and the hardest concept I have ever taught. I know the more we work on it the
more they will understand it. I think when I teach this to my class I may focus on one fraction
part at a time. I may work on for a few days and everything we do involves of something.
Then I may go down to and continue to do this until I feel that they are ready for more. I would
keep the modeling using the students the same because I felt this really worked. I also felt it
helped relating it to pie/cake and then to multiplication/division. My students arent as fluent in
multiplication and division as they need to be to understand fractions and they arent as fluent in
place value as they should be to understand division and multiplication. They need more work on
the basics before we can seriously get into fractions.

Samford University
Design for Learning

Name______________________

Date___________________

Visualizing Fractions!
Write the correct letter on the blank line next to each
fraction.

1/2___

3/4___

1/4___

1___

1/8___

Challenge Fractions:
2/8___

3/8___

4/8___

7/8___

8/8___

Comparing Fractions:
Find the bigger fraction using these symbols: <,=,>.
Remember the symbols opens to the bigger number ex. 3>1

1/2 ____ 3/4

1 ____ 8/8

1/4 ____ 1/2

1/8 ____ 3/4

1/2 _____ 1

1/4 ____ 1/8

1 _____ 7/8

2/8 ____ 1/4