GCU College of Education

LESSON PLAN TEMPLATE

03/2014

Teacher Candidate: Kelly Champ

Grade Level: 3rd Grade
Date: March 20, 2019
Unit/Subject: Fractions/Mathematics
Instructional Plan Title 8.8 Fraction Number Stories

I. PLANNING
Lesson This lesson is a continuation of our fraction unit. During the lesson, I will discuss what a number
summary and story is and how it relates to fractions. Students already have a thorough understanding of number
focus: stories, in relation to addition, subtraction, multiplication, and division. I will briefly discuss what
strategies students can use to help them solve problems. For practice, I will display number story
examples on the white board and students will independently solve on their individual
whiteboards. Afterwards, students will have an opportunity to continue practicing concepts in their
workbook on pages 200 and 201.

Classroom and In this classroom, there are 20 students, 12 girls and 8 boys. This particular group is not diverse in
student factors: their background, culture, or religion since it is a private Jewish school. At this point in time, there
are at least 2 students that need further assessment from an educational therapist and no specific
diagnosis has been given yet. There are a number of students with learning differences and some
processing issues, so it is essential that I am clear and concise when given instruction/directions.
While students are completing the folding activity, I will walk around and monitor completion of
the task, answer any remaining questions, and provide additional support, as necessary.

National / State CCSS.MATH.CONTENT.3.NF.A.1

Learning Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal
Standards: parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

CCSS.MATH.CONTENT.3.NF.A.3
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their
size.

(Common Core State Standards Initiative, 2019).

Specific learning target(s) / objectives: Teaching notes:

Students will be able to: In Chapter 8 of Everyday Mathematics, students have been
- Define what a number story is, either exploring components of fractions, including: naming parts
verbally and/or through writing out a with fractions, fractions on a number line, equivalent
problem. fractions, comparing fraction patterns, fractions greater than
- Apply one or more strategies to solve one, and number stories.
fraction number stories with at least 85%
accuracy.
- Compare fractions with at least 85%
accuracy.

Agenda: Formative assessment:

- In the opening of the lesson, we will begin with a
warm-up of mental math problems. To reinforce
fractions in relation to time, students will solve
problems, noting how many seconds/minutes is equal
to a fraction of time. Students will apply learned
strategies and write answers on their individual white
boards. (5-8 minutes).
During the lesson, it is essential that I continuously observe
students, their body language/behaviors, and the course of
their learning to assess for understanding and mastery before
moving on to new topics. My role is to become a guide and
pose challenging questions to direct the learning path,
promote curiosity, and inspire engagement through fun and
meaningful activities. Also, throughout this process of
learning, discussions and/or think-pair-share (at their desks)
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- I want to check for students’ previous understanding will be useful in supporting and structuring the learning.
about number stories and strategies for problem- Students can explicitly share their knowledge, reasoning, and
solving. We will engage in a brief discussion as a experiences, while peers are able to actively listen and take
whole group. I will then pose the question, “What are in the information to add to their own insight to construct
some strategies or ways to solve number stories?”. I rational perception. Another assessment piece that will be a
will write each on the whiteboard for reference. (2-3 beneficial way to gain insight to student comprehension is
minutes). through completion of their workbook pages. I can clearly
- Next, I will display number stories (one at a time) understand whether or not students were able to relate
for students to independently solve on the whiteboard. learned information from initial lesson and practice
They will use discussed strategies, show their work examples.
and answers, and be prepared to share their thinking. I
will say, “3, 2, 1, show me” and acknowledge
students by giving them a ‘thumbs up’ for correct
responses. After doing so, one student will share how
they got their answer. (15 minutes).
- Lastly, students will have an opportunity to practice
concepts in their workbook on pages 200-201. During
this time students are working individually, but I am
able to provide additional support for those that need
help. (5 minutes).

Academic Key vocabulary: Function: Form:

Language: - Fraction
- Number story
- Compare
- Equivalent
For these vocabulary words, I will
assess students’ prior
understanding to see if they know
any meanings or examples. Then,
I will write word or draw a picture
on the board, so students can use it
as a reference point.
*For students requiring some extra
support, I would preview the
words prior to formal
introduction.
The students will clearly
define each of the key
vocabulary terms, refer to
classroom resources (journal,
peers) for reference/review
purposes, and with more
practice, be able to verbally
use within context when
completing collaborative
activities, workbook pages, or
when participating in group
discussions.
Typically, I begin lessons
with a brief discussion. In
doing so, my goal is to
better understand what
students may already know
about a topic or noted
vocabulary and activate
students’ thinking. Then, I
am able to determine what
my students already know,
create more meaningful
learning experiences,
scaffold learning, and have
a sense of the direction I
want their learning to go.
Also, in engaging in
discussions and giving
instruction, students are able
to hear me correctly use the
words in context, as I would
expect them to articulate
later on. The words
highlighted should be
appropriately used when
completing activities and/or
collaborating with peers.
These terms are explicitly
printed in their workbooks
and students must
comprehend in order to
complete written tasks.

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Instructional Teacher: Everyday Mathematics teacher manual, dry erase wall, dry erase marker, cloth eraser,
Materials, Google Slides, scanned pages of student workbook (pg. 200-201), projector
Equipment and
Technology: Students: individual dry erase board, dry erase marker, cloth eraser, workbook, pencil, eraser

Grouping: For this lesson, it would be most beneficial to directly model how to complete the task, therefore,
instructions will be given to the whole group. During this time, some students will be seated at
their desks or on the rug to individually complete the tasks. Although this is mostly independent,
students can engage, discuss, and seek help from their neighboring peers. For my students that are
two years below grade level, I may pull them as a small group and work with them independently.
In doing so, we are able to really focus on the terms, review fractions, and support them with a lot
of hands-on manipulation to enhance the visualization that is being represented. During the next
math period, I may also pull a small group of students who are above grade level. With them, I
would challenge them to solve fraction number stories that include mixed numbers/improper
fractions.

II. INSTRUCTION
A. Opening
Prior This lesson on fractions directly connects with previous lessons and students’ prior knowledge
knowledge because they should have had some exposure in 2nd grade and in recent lessons taught earlier in the
connection: week. A number story is a word problem that typically requires students to decipher the most
important information and follow a series of steps to obtain the answer. Also, students have a strong
understanding of different strategies to use when solving number stories. These include: writing out
the number model, drawing a picture, or guessing and checking. This pertains to students’ lives
because they can transfer information and learned skills to real-world word problems and recognize
fractions in their environment in varying ways.

Anticipatory This lesson is meaningful and can connect to students’ everyday lives because it teaches them how to
set: recognize fractions in practical, yet varying ways. Math is everywhere and students need to be able to
have the skills to successfully apply their knowledge to any circumstance, be flexible in their
thinking, and be able to explain their reasoning with supporting evidence. Also, practice with
visualization helps students to employ quick mental math and utilizes less time-consuming strategies.

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do
For formal introduction to this
lesson, I will use teacher-directed
instruction and modeling.
1. We will begin by having a brief
whole-group discussion. I will
first ask, “What are some
strategies or ways to solve number
stories?”
2. Once reviewed, I will display the
first fraction number story on the
board for students to solve
independently. I will ask one
student to read the problem aloud.
I will also question, “What are the
most important pieces of
information in the problem?”
3. I will give students time to work
out the problem on their boards.
“Show me a quiet ‘thumbs up’
Students Do
1. Students will be attentive listeners
when introducing content and active
participants when I pose questions.
2. Students can verbally share one at a
time, any prior knowledge they may
have in correspondence to the
questions or vocabulary terms.
3. Students will carefully read the
number story, decide which strategy
to use to solve. Students will work
through the problem and show a
‘thumbs up’ signal to notify me that
they are done and ready to discuss.
When asked, students will hold up
their dry erase boards to show me
their work and the answer. Students
will be acknowledged with either
verbally or with a ‘thumbs up’.
4. Students that want to share their
Differentiation
- Previewing: For a small group of
students, it would be helpful to
introduce information prior to
formal whole group instruction so
they have more time to process and
apply it.
- Class discussions: Positioning of
bodies (placing less-focused
students up front for instructional
time). Adjusting and adapting
questions. Understanding students’
prior knowledge and connections
to content and concepts. Offering
individualized feedback.
-Visual aids: Writing on the
whiteboard, projecting examples
and workbook pages, and
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 when you are done so I know
you’re ready.” Once all students
are ready, I will state, “3, 2, 1,
show me” and I will acknowledge
students holding up their answers.
4. As a whole group, we will discuss.
I will call on a student to share
his/her thinking with the group,
while I write/draw a model. “Are
there any other questions?”.
thinking/answer will have the
opportunity to do so if called up.
During this time, he/she will
verbally share their strategy with the
class to help us better understand
how they got that solution.
providing hands-on manipulatives
(fraction strips) will be helpful
because students are more likely to
internalize information if they can
directly see and/or hear instruction.
**For students who finish early,
they will complete their Math
Boxes in their workbook.

III. ASSESSMENT
Summative At the end of the Chapter 8 unit, all students will be required to Differentiation:
Assessment: take a unit test that checks for their understanding from topics Teacher Observation: During my
8.1-8.8. This summative assessment measures the learning observations of students engaging in
topics and objectives because each are explicitly written in each the activity, I am able to fully see
of the questions and require students to retrieve and recall them in action, notice participation
information to answer problems correctly. and progress during the learning
process, and take note of their
behaviors and comments.
Discussion: During discussions,
students can openly share what they
learned by providing examples of
application. Also, they can share their
feelings, what was challenging, and
how they overcame issues.
Grouping: After students finish
workbook pages, they will have an
opportunity to work in flexible
partnerships or small groups to
complete the extension activity.
Grouping may be beneficial because
it fosters discussion, collaboration,
problem-solving, critical thinking,
and allows students at any level to
have choice in their learning.

Closure: At the conclusion of this lesson, we will come together as a whole group and discuss and reflect about the
learning and activity. Students can volunteer to share examples of what they noticed about fraction number
stories and how it connects to what we have been learning about. Also, individually, students can share
any feelings/insight they had about learning the concepts.
I can confirm that students transfer the learning targets and objectives outside of the classroom through
real-world problem solving. Fractions are intertwined in all aspects of life. For example, if students are
given ___ amount of different fruits, they can determine which fraction is one type of fruit, and figure out
the remaining fraction for the other type of fruit.

Homework: All students will complete the assigned workbook pages and activities in class. Therefore, no homework
will be given at this time.
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Google
Slides

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 Student
workbook
pages

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