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Teacher Candidate: Taylor Hunter Date Taught:

Cooperating Teacher: Ms. Davis-Mitchell School/District: Chesapeake Public Schools
Grade: 3-5 Field Supervisor: Mrs. Bettie Perry
Unit/Subject: Mathematics
Lesson Title/Focus: Fractions
Content Knowledge: The lesson was developed based off of the standards of learning given by
the Virginia Department of Education for third grade math. The activities below were created for
a hands-on learning experience that will help support each student’s educational needs both
visually and actively. Based on prior lessons that have been taught in the math content the
students succeed when the lesson is hands on versus worksheets and independently learning the
tasks.
Learner Differences: The students need a hands on and visual lesson plan to understand
concepts being taught. The students also were given a pre-test on the concepts and outcomes
before the unit on fractions began. The highest score was a 30% and the lowest score being
0% the pre-test was 10 problems. After looking at the data and the examinations it was
determined the students have little background information on the topic of fractions and
currently are at all different levels. This lesson is also being taught to various students grades
3-5 with varying needs based on their disabilities. Out of the 6 students that this lesson is
being taught to 3 students will participate in the grade level SOL, and 3 students will take the
VAAP. During this lesson students who are struggling will be given one-on-one instruction
and be taught various examples with their peers. As the lesson progresses if the students
struggle in a particular area the topic will be extended if necessary.
Based on prior data and the students score third grade SOLs will be taught based on the student’s
level and needs:
Student 1(fourth grade): Math ability very low, has significant and unusual weaknesses in math
Student 2 (fourth grade): Working mean very low, math ability very low, IQ 74
Student 3 (fourth grade): Working memory extremely low, math ability very low, IQ 74
Student 4, 5, 6: Will participate in Virginia alternate assessment program and have met the
learner criteria inventory.

Outcomes/Goals: The students will be required to understand how to add fractions, plot
fractions on the number line, and compare fractions. The following learning targets are
obtainable and necessary based on the student’s pre-test.
  Name and write fractions (proper and improper) and mixed numbers with denominators of 12
or less in symbols represented by concrete and/or pictorial models. (a)
  Represent a given fraction (proper or improper) and mixed numbers, using concrete or
pictorial set, area/region, length/measurement models and symbols. (b)
  Identify a fraction represented by a model as the sum of unit fractions. (b)
  Using a model of a fraction greater than one, count the fractional parts to name and write it as
an improper fraction and as a mixed number (e.g. 2 1/3 = 7/3, ). (b)
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  Compare a model of a fraction, less than or equal to one, to the benchmarks of 0,1/2 , and 1.
(c)
  Compare proper fractions using the terms greater than, less than, equal to, or not equal to and
the symbols (<, >, =, and ≠). Comparisons are made between fractions with both like and unlike
denominators, with concrete or pictorial models. (c)

Standards:
Virginia Standards of Learning:
3.2  The student will
a)  name and write fractions and mixed numbers represented by a model;
b)  represent fractions and mixed numbers with models and symbols; and
c)  compare fractions having like and unlike denominators, using words and symbols
(>, <, =, or ≠), with models.
3.5 The student will solve practical problems that involve addition and subtraction with proper
fractions having like denominators of 12 or less.
Resources and Materials:
The following fraction lesson is a hands-on lesson with minimal worksheets. The students will
take a pre-test on fractions to determine present level of knowledge and what areas must be
taught in this lesson. The students will be able to visually, physically, and actively engage in the
following lesson. The students will participate in dance, videos, experiments, and a final 3D
project promoting active learning.
 Fraction manipulatives
 Animal print outs
 Various measuring cups
 Food coloring
 Various food items (trail mix)
 Expo markers
 dodecahedron-fraction math problems
 Smart board/Web videos
 Construction paper
Technology:
Technology is not a focal point of this lesson, but it will be used in this lesson for introductory
videos. The students will watch a video on plotting fractions on the number line. The interactive
smart board will be used for examples if needed. The videos will promote active learning in the
form of song for the students to help learn different strategies when plotting fractions.
 Interactive smart board
 YouTube (fraction songs)

Learning Environment: The students will participate in hands on activities as a group and
individually. The students will be able to collaborate with one another during various activities.
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The students will be up and moving during several activities that will foster positive interactions
with the math lesson. The students will be verbally praised for working together and following
instruction. The students will be reinforced with candy (current reinforcement) or treasure box
for successfully listening, staying on task, and answering questions.
Introduction/Activating Strategies: Each day during the math lesson the teacher will have
the students review the prior days fraction concepts to check for understanding before
moving on. The teacher will re-teach any concepts that are still confusing to the students.
Once the prior day concepts have been reviewed the teacher will introduce the new concepts
and activity with a thorough example. The teacher will ask the students questions throughout
the lesson to make sure the students are fully understanding the concepts being taught and are
able to complete practice problems independently.

Instructional Strategies: (Days subject to change)

Day one/two activities: The students will be introduced to numerators and denominators to make
sure they have a full understanding of the fraction format. The teacher then will introduce a
fraction dance to help students visually and actively understand and comprehend the fraction
format. Following the dance, the teacher will explain to the students with a visual example of a
circle (1 whole) broken up into sections explaining when you equally divide a circle the parts are
called fractions. The students and the teacher will review this with manipulatives. The teacher
will first demonstrate with a circle equally divided in ½ and explain to the students that each
piece is 1 of 2 and when added together ½ + ½ = 1 whole. The teacher will continue this activity
with the students up to a circle cut in 12 equal pieces. The students will also do this with shape
manipulatives to try to solve the fraction given a work problem. The students will for example be
given 5 of the same shapes (squares) but of different colors 3 blue, 2 red. The students then will
be asked how many of the items are squares (denominator)? now how many of the squares are
blue (numerator)? (3/5).

Day three activities: The students and the teacher will participate in another hands-on activity.
The teacher will prepare several different containers with colored water. The teacher then will
have several measuring cups for the students to use. The teacher will give students a problem
with adding fractions i.e. ½ + ½ = . The students then will use the measuring cups to fill a
container and see where the water fills up to (1). This will help students visually see how to add
fractions in a hands-on activity. The teacher will have the students complete this task several
times with various addition problems.

Day four/five activities: The teacher will give the students one whole number (E.g. 3) the
students then will be directed to create a fraction problem in which the fractions add up to 3. The
students can complete this in various ways as long as the final result is the whole number given.
The students will be given a list of items that include m&ms, goldfish, cheez-its, popcorn, and
other various items. The students will create the problem based off of the items they want in their
trail mix. The student’s problem may look like ¼ + ¼ + ¼ + ¼ + ½ + ½ +1/3 + 1/3 = 3 or it may
simply look like ½ + ½ + ½ + ½ + 1 = 3. The equation will be created by the student and once
the equation is created the teacher will check the students work and add the various items to a
bag so the student can eat their fraction problem.
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Day six/seven activities: The students will watch the following video on plotting fractions on the
number line https://www.youtube.com/watch?v=SZaXtOHNh6s. The teacher then will give the
students several examples and ask them to plot the fractions on a number line drawn on the table.
The students may talk with each other in order to solve the problem. Once the students begin to
better understand plotting fractions each student will be given an example to complete
independently. The teacher will also create a large number line out of paper and ask the students
to stand at an appropriate fraction on the number line when given a prompt. For example, the
teacher will ask the student to stand on 1/3 on the number line in which a student must find on
the large number line. The teacher will also have the students compare fractions (>, <, =, or ≠)
based on the placement on the number line. This will allow the students to visually represent the
fractions and be able to determine if the fractions are greater than or less than.

Day eight/nine activities: The students will be introduced to improper fractions and mixed
numbers. The students currently struggle with division so the activity will be used using
manipulatives. The teacher will first show the students an example using manipulatives E.g. 9/4
the students will be given 9 colored block and be asked how many times does 4 go into 9. The
students then will group the blocks into fours and see how many times it can go into 9 which will
be 2 groups of 4 with a 1 block left. The teacher then will explain the remainder will be the
numerator, 4 will remain the denominator, and the 2 will be the whole number (2 ¼). The teacher
will review as a whole group for multiple examples until the students comprehend the concept.
The teacher then will give each student individual problems to solve. The teacher will assist each
student if they experience difficulties, as well as, have the students verbally explain how they
reached their answer.

The teacher will then introduce comparing fractions (>, <, =, or ≠) with unlike denominators.
The teacher will start by asking the students and visually show the students with the cherry pie
circle. The teacher will start by telling the students that she ate 1/2 of the pie at a school picnic
and her friend ate 5/8 of the pie at the picnic. The teacher will write both of these fractions on
table.  The teacher will then ask the students who ate more pizza her or the friend? The teacher
then will walk the student through each step of how to compare the fractions. The teacher will
demonstrate and explain to the students using manipulatives, as well as, show them with
benchmarks on the number line (0, ½, and 1). The teacher then will ask the students to compare
fractions with unlike denominators in pairs of two. The students will be given various examples
and may use any of the strategies taught to them during the lesson.

Closure: The students will create a dodecahedron-fraction activity. The student will complete 8
math problems reviewing various fraction problems which includes number lines, equivalent
fraction, shading fractions, and partitioning (see pictures below). This will allow a hands-on
activity, as well as, allow the teacher to check for understanding. Once the students have
completed the dodecahedron problems in pencil the students may color the problems before
putting it together.
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The teacher will have the students play an interactive assessment on quizz. The students will
complete the assessment on their Chromebook. The students may choose their game name as
long as it is appropriate. The quizz will be used as a closure exercise to determine students
overall understanding of the concepts and objectives.
The students will take the quizz independently the winner may receive a prize out of the treasure
box. https://quizizz.com/admin/quiz/5cdd72befb2871001a58e04d
The students will take a second quizz as a group of three the winners will be allowed to get a
piece of candy. https://quizizz.com/admin/quiz/5cdd74cdb232e3001a1abfb6

Differentiation: The students who exhibit understanding of the content quickly will be given
more advanced problems. The students will be given problems based on their comprehension
and ability. Students also will be given various visuals to assist in their understanding.
Students who continue to struggle may use the online manipulatives. The students will also
log on to prodigy which is an interactive math game on the computer to build on their skills
during and after school.

Assessment: The students will be given a pre-test based on the Virginia standards of learning
for third grade fractions. This will be used as a formative assessment for the teacher to assess
student’s prior knowledge. Once the lesson on fractions has been taught the students will be
given the same test which will be used as a summative assessment. The test will consist of 10
questions on various outcomes and standards that were addressed during the fraction lesson.

Reflection: How will you evaluate your practice? Where did learners struggle in the lesson?
How can the lesson be strengthened for improved student learning? Did the lesson reflect
culturally sustaining pedagogies?