TUESDAY

Your Name: Katie Ruga Grade Level: 3rd Grade Subject: Math
rd
Lesson Title: 3 Grade Math
Materials Needed: DMR, pencil, smartboard, worksheets
Prerequisite Skills: Need to be able to write, read, and understand fractions
Standard(s):

Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b
equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
(3.NF.A.1.) (DOK 1,2)

Understand a fraction as a number on the number line; represent fractions on a number line
diagram.

Lesson Objective(s):
Students will be able to fill out the DMR to the best of their ability and make changes
when we go over it as a class.
Students will be able to complete a worksheet with class and a worksheet with a partner.

1. Provide objectives: (What are students going to learn?) Time:

I begin the lesson with stating our learning goals for today. The goals are to complete the
Daily Math Review, check the Daily Math Review as a whole class on the smartboard, complete
the first worksheet as a whole class, and complete the last worksheet in partners. Any questions?
Lets begin.
2. Demonstrate knowledge or skill: (Input/Modeling by the teacher) Time:
There are several ways that I demonstrate knowledge or skill throughout this lesson. On
our Daily Math Review when students have an answer wrong they must call on another student
for help. If they are still struggling I will step in and explain the problem/answer to them. On the
first worksheet (reteach 19.1) that we are doing as a whole class I will demonstrate number one
on my own and then we will go through the remaining together. I demonstrate how to find the
answer by finding the two fractions on my fraction booklet, comparing, and then writing down
the greater than, less than, or equal to sign.
3. Provide guided practice:
As the video clip will show, I guide the students through reteach 19.1 worksheet. I say the
fraction out loud and then I wait for students to get the answer in their head and raise their hand.
Once I have a few students raise their hand I call on one and they share their answer. I also ask
the student to give me evidence how they got the answer that they said. This works out really
well because sometimes I find some misconceptions that we need to address. Another area that
they will be receiving some guided instruction is when we are checking the Daily Math Review.
One student will go up to the board and write/draw their answer and then I ask the class if they
agree or disagree with the answer given. If the students agree they do the hang loose sign and
if they dont agree they put their finger to their head. If the student sees another student with a
finger to their head they have to call on them and ask them why they dont agree. The student
may then fix their answer or have the student that corrected them fix it. We ask one more time
after the correction if all students agree.

4: Provide extended practice and transfer: (Independent practice of the skill) Time:
The Practice 19.1 worksheet the students will be doing with a partner. By the time that we get to
this worksheet, we have had several minutes of practice and overview how to complete each problem. I
expect the students to be able to complete it and then they raise their hand when they are done and I check
it. If they have errors I ask them to correct them.
5: Check for understanding and provide student feedback:
As Im walking around checking the students work that is when I will be looking for any
major errors that we would have to address as a class. As you will see in one of the clips, I
provide student feedback by getting down to their level and walking through the problem
together if they are confused. Sometimes all it takes is for me to tell them to look at the problem
again and not give any hints. Either way, I look for how they did, did they get a lot wrong/right,
and provide feedback as well.
6. Assessment / Closure:
Once the students have had their papers checked they place them in their mailbox and
work on their multiplication/division facts or they may play Math Prodigy. This occurs usually
until 5 minutes before lunch.

7. Differentiation: The students that have an IEP or Behavioral Plan dont need any
differentiation when we are working with the subject of Math. They are able to do exactly what
the other students are doing without any trouble.

8. References Consulted (Curriculum books in Drake SOE curriculum lab, teacher resources,
websites, etc.): Reteach and Practice 19.1 and DMR