Work Sample - Fractions Unit

Dakota State University
College of Education
LESSON PLAN FORMAT
Name: Stephanie Stavnes

Grade Level: 3rd Grade
School: Sioux Valley Elementary
Date: 02/13/2023
Time: 1:15 PM
Reflection from prior lesson:

● Our last math lesson was a Pre-test. I gave the students the test that they will be completing after we
have gone through all of unit 8’s lessons. I had very low expectations for this pre-test because the
students have never been introduced to fractions before. I prepped the students before I handed out
the tests that I was giving to them to see where they are now and to see where we need to go next, that
they will not know all of the answers but that they should try their best, and to just give it your best shot
when answering. During the pre-test, the students were confused and visually frustrated.
Contextual Factors/ Learner Characteristics:

● There are 12 boys and 9 girls. We have 1 student on an IEP, 1 ELL student, 2 students who are in a
TAT program, and 2 other students who are getting tested (or will be getting tested) for SPED in the
next month or so. We have some boys and girls who are very chatty, but are able to be refocused.
Lesson Goal(s) / Standards:

● 3.NF.A - Develop understanding of fractions as numbers.
○ Develop understanding of equal parts.
● Math Practice #2 - Reason abstractly and quantitatively.
Lesson Objective(s):
● The students will learn the names of equal parts.
● The students will label equal parts of whole shapes.
● I will be looking for at least 80% on everyone's assignments.
Assessment:
● I will be doing observations through the lesson to see if they are understanding the content. This could
be through asking them questions or walking around during instruction and/or individual work time.
● I will look at (and grade) their worksheet (8.1) after this lesson it will be out of 20 points.
Materials Needed:
● Whiteboard Marker
● 8.1 Worksheet
● SPLAT! PowerPoint - 2.1
● Sticky Notes
Connection(s) to Research & Theory:

● This lesson is aligned with constructivism. It is important to allow the student to learn through hands-on
activities. The students will create, fill, and label their own drawings to draw conclusions and make
connections between equal and unequal and the rest of the vocab we are learning during his lesson.
A. The Lesson
● Introduction (5 minutes)
○ getting attention: “We are going to be doing a daily activity called “SPLAT!”. I will have a slide or
two pulled up before math, and we will talk about it as a group.” We will go through the first one
together. I will ask, “How many blue spots do you see? How many spots are under the splat? How
do you know? How else could you know? What can we learn?” Slides 2 and 3
○ relating to past experience and/or knowledge: “You may have had questions about fractions and
equal parts on your interim tests a few weeks ago. It may have asked you, “How many parts are
blue?” or “How many pieces are in this whole?” and now we are going to dive deep into them so
when you take it again this spring you will have more of an idea on how to answer those types of
questions.”
○ creating a need to know: “Not only will you need to know for your interim tests this spring, but
knowing about fractions and being able to understand them will be helpful to you in your everyday
life. Maybe you are baking a cake and it says to use half a cup of flour. You will need to know what
that looks like. You may also need to know how to break things up if you are to split a bill at supper.
What does half of your bill look like? Maybe what does 1/4th of your bill look like? So we see
fractions all around us.”
○ sharing objective, in general terms: “Today we are going to learn about the vocabulary around
fractions and equal parts of a whole shape."
● Content Delivery (15 minutes & Constructivism)

○ “Please take out your whiteboard marker and nothing else - everything else should be put away.”
○ 1 - “I would like you to draw a rectangle on your desk. Divide that rectangle into 2 equal pieces.
Please write “_____ equal parts” on your desk and tell me how many equal parts do you have? 2
equal parts. “Yes, now what do we call each part?” Halves. “Very good. Please write that on your
desk as well. So, if we have 2 equal parts, then we have two halves.”
○ 2 - “Now you can erase that rectangle and draw a new one. This time I would like you to divide that
rectangle into 4 equal pieces. Please write “_____ equal parts” on your desk and tell me how many
equal parts do you have?” Explain that the parts need to be equal - show a correct division of parts
and an incorrect one. They should write “4 equal parts”. “Yes, now what do we call each piece?”
Fourths. “Very good. Please write that on your desk as well. So, if we have 4 equal parts, then we
have fourths.”
○ 3 - “Now you can erase that rectangle and draw a circle. This time I would like you to divide that
circle into 8 equal pieces. Please write “_____ equal parts” on your desk and tell me how many
equal parts do you have?” Explain that it is like a pizza and explain that the parts need to be equal -
show a correct division of parts and an incorrect one. They should write “8 equal parts”. “Yes, now
what do we call each piece? Eighths. “Very good. Please write that on your desk as well. So, if we
have 8 equal parts, then we have eights.”
equal parts do you have?” They should write “6 equal parts”. “Yes, now what do we call each
piece?” Sixths. “Very good. Please write that on your desk as well. So, if we have 6 equal parts,
then we have sixths.”
equal parts do you have?” They should write “3 equal parts”. “Yes, now what do we call each
piece?” Thirds. Explain that this one doesn’t have a -ths ending. “Very good. Please write that on
your desk as well. So, if we have 3 equal parts, then we have thirds.”
○ 6 - “Now you can erase that rectangle and draw a circle. This time I would like you to divide that
rectangle into 1 equal piece. Please write “_____ equal part” on your desk and tell me how many
equal parts do you have?” They should write “1 equal part”. “Yes, now what do we call each piece?”
Whole. Talk about this name and how it’s different. “Very good. Please write that on your desk as
well. So, if we have 1 equal part, then we have a whole.”
○ 7 - “Now you can erase that rectangle and draw a circle OR a rectangle. This time I would like you
to divide that rectangle into as many UNequal pieces as you would like. Please write “_____ equal
part” on your desk and tell me how many equal parts do you have?” They should write “0 equal
parts”. - Explain why this is zero and have them write “unequal” by it.
○ Hand out the worksheet for today - explain that there is a spiral review on the back that goes over
past ideas we have learned.
○ Keep up the vocab words on the board for them to use to spell on their worksheet - “whole, halves,
thirds, fourths, sixths, eighths, equal, and unequal.”
● Closure (3 minutes)
○ When you are done with your worksheet, I would like you to write down at least 1 thing you learned
from this lesson and at least one thing you still have questions about.
○ I will hand out sticky notes or note cards for this to be done on.
B. Differentiated Instruction:
● Adaptations for students with special needs or not meeting expectations
○ If a student is struggling, I could label the pieces on each problem or have a peer help them
more one-on-one.
● Adaptations for those exceeding expectations
○ If a student is exceeding expectations, then I could have them create their own problem or help
a peer.
● Language Support
○ If a student is an ELL, I will read the directions and words to them (or with them). If there is a
section that needs to be written, I will ask them what they want to write and I will write it for
them.
C. Resources:
● “Go Math” curriculum
● SPLAT! - https://stevewyborney.com/2017/02/splat/
LESSON PLAN FORMAT

Date: 02/16/2023
Time: 1:15 PM

● The prior lesson was talking about the names of parts and deciding if a shape was divided into equal or
unequal parts. The students were engaged during the lesson, as they were to divide up the shape into
the number of pieces I asked for, to tell me how many equal parts there were, and what the name of the
parts would be.


○ Develop understanding of how to equally share objects.
● The students will learn how to equally share things between X amount of people.
Assessment:
Materials Needed:
● 8.2 Worksheet
● SPLAT! PowerPoint - 2.1

● This lesson is aligned with constructivism. It is important to allow the student to learn through hands-on
activities. The students will create, fill, and label their own drawings to draw conclusions and make
connections on how to share items equally between an X amount of people.
A. The Lesson
○ getting attention: “We are going to do our daily activity called “SPLAT!”. Let’s do the first one. How
many blue spots do you see? How many spots are under the splat? How do you know? How else
could you know? What can we learn?” Slides 4 and 5
○ relating to past experience and/or knowledge: “If you can think WAY back to Monday, we talked
about what it meant to have equal parts and the names of those equal parts. If I have one equal
part - what is it called?” Whole. “If I have two equal parts - what is it called?” Halves. “If I have three
equal parts - what is it called?” Thirds. “If I have four equal parts - what is it called?” Fourths. “If I
have six equal parts - what is it called?” Sixths. “If I have 8 equal parts - what is it called?” Eighths.
○ sharing objective, in general terms: “Today we are going to learn about equal shares.”
● Content Delivery (15 minutes & Constructivism)

○ 1 - “4 friends will be sharing 2 pizzas equally.” Draw 2 circles. “We need to figure out 2 ways that we
can divide the pizzas up equally and how much each friend will get. What is one way we could
divide these two pizzas up?” We could split each pizza into four equal parts, giving each friend 2
fourths of a pizza. “What is another way?” Another option is to split the pizzas into two equal parts
each, giving each friend 1 half of a pizza. SHADE IN THE AREA THAT ONE FRIEND WILL GET.
○ 2 - “8 girls will be sharing 3 oranges equally.” Draw 3 circles. “We need to figure out 2 ways that we
can divide the oranges up equally and how much each girl will get. What steps would you take to
divide these pizzas up?” We could split each orange into eight equal parts, giving each friend 3
eights of a pizza. SHADE IN THE AREA THAT ONE GIRL WILL GET.
○ 3 - “6 boys will be sharing 3 granola bars equally.” Draw 3 rectangles. “We need to figure out two
ways that we can divide the granola bars up equally and find out how much each boy will get. What
is one way we could divine these 3 granola bars up?” We could split each granola bar into 6 equal
parts, giving each boy 3 sixths of a granola bar. “What is another way?” Another option is to split
each granola bar in half, giving each boy 1 half of a granola bar. SHADE IN THE AREA THAT
EACH BOY WOULD GET.
○ 4 - “3 teachers will be sharing 3 sandwiches equally.” Draw 2 squares. “We need to figure out 2
ways that we can divide the sandwiches up equally and find out how much each teacher will get.
What steps would you take to divide these sandwiches up?” We could split the sandwiches up into
3 whole pieces, giving each teacher 1 whole sandwich. “What is another way?” Another option is to
split each sandwich into 3 equal parts, giving each teacher 3 thirds of a granola bar. SHADE IN THE
AREA THAT EACH TEACHER WOULD GET.
i. Review the division sign.
○ Write the vocab words on the board for them to use to spell on their worksheet - “whole, halves,
thirds, fourths, sixths, and eighths.
○ Show me on a scale of 1-5 how prepared you feel for your worksheet - 5 being 100% ready and 1
being I am not ready.
○ If a student is struggling, I could label the pieces on each problem and help them divide up the
shapes or have a peer help them more one-on-one.
a peer.
them.
C. Resources:
● SPLAT! - https://stevewyborney.com/2017/02/splat/
LESSON PLAN FORMAT

Date: 02/21/2023
Time: 1:15 PM

● The prior lesson was talking about equal shares. The students had to figure out how to split up items
between X number of people. The students seemed confused, but a few caught on fast. When I was
teaching the lesson, I presented them with all of the ways they could find out how much each person
got. However, I think the students benefited once I decided just one way to do it - split up each item into
the number of equal parts as there are people. The students had independent work time to work on
their worksheet, but once they were all done we went through the answers as a whole group.


○ 3.NF.A.1 - Understand a fraction 1/b as the quantity formed by 1 part when a whole is
partitioned into b equal parts (example: 1 part out of 4 equal parts is the same as 1/4);
understand a fraction a/b as the quantity formed by a parts of size 1/b. (example:3/4 is the same
as 3 one-fourths (1/4, 1/4, 1/4)
● The students will identify unit fractions (and write the fraction), what the denominator is, and what the
numerator is.
Assessment:
Materials Needed:
● 8.3 Worksheet
● Estimation 180 - day 1 and day 2
● 5 pieces of paper - ½, ¼, ⅙, 1/10, and 1/100
● Fractions! | Mini Math Movies | Scratch Garden

● This lesson is aligned with kinesthetic learning. Fractions can be confusing to most students. It is hard
for them to understand that larger numbers when working with fractions actually mean a smaller
amount. This is because with whole numbers, they are told that the larger the number, the bigger it is.
So, to teach them the opposite is true with fractions. We will need to be doing many activities to help
their brain flip that switch.
A. The Lesson
○ getting attention: “Instead of doing SPLAT! I found a different introduction activity I think we will
like better. This one is called Estimation 180. This will be very quick, but the theme will flow
throughout the week. Since we were gone yesterday (Monday) we will be doing two days of it.”
Display day 1 - how tall is the man? “Write down your answer on your desk.” Display day 2 - how
tall is the woman? “Write down your answer on your desk. Use your context clues. If we know that
the man is 6’4’’, then use that to gauge how tall the woman is.”
○ relating to past experience and/or knowledge: “If you can think WAY back to last week, we
talked about what it meant to have equal parts and the names of those equal parts. So, whole, half,
thirds, sixths, and eighths. We also talk about how you can equally share things. So, if 6 friends
need to split 4 apples - how would we do that” Work through this as a review.
○ sharing objective, in general terms: “Today we are going to learn about numerators,
denominators, and unit fractions of a whole.”
● Content Delivery (20 minutes & Kinesthetic)

○ Pick 1 student from every pod by drawing sticks. Have them stand at the front of the room facing
away from the board. Tape up the 5 pieces of paper on the board.
○ “You will have 10 seconds to decide what fraction you want to grab for your group. Whatever
fraction you grab will decide how much of a doughnut everyone in your group will get.”
○ Have them go back to their seats, but tell the group who has ½ to stand up.
○ Pull up a picture of a doughnut to show how to divide it into each fraction.
○ “So you have ½ and I think we know how to divide this one up.” Split a line down the middle and
shade in 1 part. “Each person in your group will get this much.”
○ “If your group has the ¼ fraction, please stand up. When looking at a fraction, the bottom number
(called the denominator) tells us how many equal groups we need to have. So we need to split this
doughnut into 4 equal parts. Split a line down the middle. “The top number (numerator), tells us how
many parts are being counted.” Shade in 1 part. “Each person in your group will get this much.”
○ “If your group has the 1/100 fraction, please stand up. When looking at a fraction, the bottom
number (called the denominator) tells us how many equal groups we need to have. So we need to
split this doughnut into 100 equal parts. Split into 100 pieces (as best as possible). “The top number
(numerator), tells us how many parts are being counted.” Shade in 1 part. “Each person in your
group will get this much.”
○ Continue on with the rest of the groups.
○ Explain how with fractions, the bigger number you have on the bottom (denominator) the smaller
piece you will have because you have to split it up into more groups.
○ Watch Scratch Gardens - Fractions Video

○ Fractions! | Mini Math Movies | Scratch Garden
○ Fraction - a number that names part of a whole or part of a group

○ Numerator - the top number of a fraction, tells how many equal parts are being counted
○ Denominator - the bottom number of a fraction, tells how many equal parts are in the whole
○ Unit fraction - 2 as the top number, names 1 equal part of a whole
i. Lots of hand motions and having the student’s repeat with me. Hand up high - numerator
and hand down low - denominator.
○ 1 - “Hannah’s family made an apple pie” Draw a circle.”They cut the pie into 6 equal pieces. Show
me how you would divide this pie. Now, Hannah ate ONE piece of this pie. Shade in the piece that
Hannah ate.” Only one piece should be shaded in. “What fraction of the apple pie did Hannah eat?”
⅙
○ 2 - Draw a square. “This square is ¼ of the whole.” Draw 2 other examples of ways your whole
shape could look. “We need to look at the denominator first. That part of the fraction will tell us how
many equal parts there are. So, we will need to draw 3 more of the exact same shapes because we
have one already (we know by looking at the numerator). These shapes need to be touching
because otherwise it is not one whole, but 4 wholes. Draw me two more ways to solve this.”
○ 3 - Draw a rectangle, split it into 3rds, and shade in one part. “What fraction names the shaded
part?” ⅓
○ 4 - Draw ½ is *half a heart*. “We need to look at the denominator first. That part of the fraction will
tell us how many equal parts there are. So, we will need to draw 1 more of the exact same shape
because we have one already (we know by looking at the numerator). These shapes need to be
touching because otherwise it is not one whole, but 2 wholes.”
○ 5 - Draw a rectangle, split it into 3rds, and shade in one part. “What fraction names the shaded
part?” ⅓. “Think “1 out of three equal parts are shaded.”
○ 6 - Draw a rectangle, divide it into 6 parts, and shade in one part. “First, we need to find how many
equal parts there are.” 6. “Then we need to come up with a fraction. Our denominator is how many
equal parts are in the whole, and we just found out that there were 6. So the six is going to go on
the bottom of our fraction. The two numbers of a fraction are divided by a line. Then, we need to
figure out what number is going to go in our numerator. Remember, the numerator is how many
equal parts we are counting. I want us to count the shaded parts. So what number is going in for our
numerator?” 1
○ 7 - Draw a shape that doesn’t look like a typical shape, divide it into 3 equal parts, and shade in one
part. “First, we need to find how many equal parts there are.” 3. “Then we need to come up with a
fraction. Our denominator is how many equal parts are in the whole, and we just found out that
there were 3. So the 3 is going to go on the bottom of our fraction. The two numbers of a fraction
are divided by a line. Then, we need to figure out what number is going to go in our numerator.
Remember, the numerator is how many equal parts we are counting. I want us to count the shaded
parts. So what number is going in for our numerator?” 1
○ Write the vocab words on the board for them to use as a reminder - “unit fraction - names 1 equal
part of a whole, numerator - the top number (how many are being counted), and denominator - the
bottom number (how many equal parts are in the whole).”
○ If a student is struggling, I could label the pieces on each problem or show them how the whole
shape could look or have a peer help them more one-on-one.
a peer.
them.
C. Resources:
● Estimation 180 - https://estimation180.com/
● Fractions! | Mini Math Movies | Scratch Garden
LESSON PLAN FORMAT

Date: 02/24/2023
Time: 1:15 PM

● The prior lesson was talking about unit fractions. The students were introduced to the vocabulary
numerator and denominator. They picked up on what each of those meant quickly. During the lesson,
they all were engaged and were moving around when we would say numerator or denominator. While
working independently, the students did well. The only part they struggled a little was drawing pictures
of the whole.


○ Develop understanding of fractions of a whole.
● The students will identify fractions of a whole.
Assessment:
Materials Needed:
● Whiteboard marker
● 8.4 Worksheet
● Estimation 180 - day 2 and day 3
● 5 pieces of paper - ⅛, 2/8, 4/8, 5/8, and 8/8

● This lesson is aligned with kinesthetic learning. Fractions can be confusing to most students. It is hard
for them to understand that larger numbers when working with fractions actually mean a smaller
amount. This is because with whole numbers, they are told that the larger the number, the bigger it is.
So, to teach them the opposite is true with fractions. We will need to be doing many activities to help
their brain flip that switch. However, in this lesson, we have to help them understand that when the
numerator gets bigger - the closer to 1 whole the fraction gets.
A. The Lesson:
○ getting attention: “Since we have been gone for a few days with all of those snow days. We need
to recap what we talked about on Tuesday. Raise your hands up high and say “numerator - the
number of parts we are counting”, put your hands down low and say “denominator - the total
number of parts”, a unit fraction is just one part of a whole. So it can be ½, ⅓, or even ¼.” Draw a
rectangle and shade in ¼ of it. Ask the students to write down what fraction of the shape is shaded.
Then, write “⅛ is *draw a square*. Ask the students to draw a picture of the whole.
○ relating to past experience and/or knowledge: “If you can think WAY back to last week, we
talked about all of those things. But there is one more piece. We know that fractions can have a 1 in
the numerator, but not all fractions are that way.”
○ sharing objective, in general terms: “Today we are going to learn about fractions of a whole.”

○ Pick 1 student from every pod by drawing sticks.*someone different from last week* Have them
stand at the front of the room facing away from the board. Tape up the 5 pieces of paper on the
board.
○ “You will have 10 seconds to decide what fraction you want to grab for your group. Whatever
fraction you grab will decide how much of a doughnut everyone in your group will get.”
○ Have them go back to their seats, but tell the group who has 1/8 to stand up.
○ Pull up a picture of a doughnut to show how to divide it into each fraction.
○ “So you have 1/8 and I think we know how to divide this one up.” Split it up into 8 parts and shade in
1 part. “Each person in your group will get this much because the denominator tells how many parts
total, and the numerator tells how many parts each person gets.”
○ Repeat with 2/8, 4/8, ⅝, and 8/8 - talk about how the numerator changes.
○ Fraction - a number that names part of a whole or part of a group
○ 1 - “Hannah’s family made another apple pie” Draw a circle.”They cut the pie into 6 equal pieces.
Show me how you would divide this pie. Now, Hannah ate one piece of this pie last week, but this
week she ate TWO. Shade in the piece that Hannah ate.” Only two pieces should be shaded in.
“What fraction of the apple pie did Hannah eat?” 2/6
○ 2 - Draw a square, split it into 4 pieces, and write “three out of four”. “I want you to shade in the
square to model the fraction and then write the fraction in numbers.” 3/4
○ 3 - Draw a circle, split it into 8 pieces, and write “six out of eight”. “I want you to shade in the circle
to model the fraction and then write the fraction in numbers.” 6/8
○ 4 - Draw a rectangle, split it into 6ths, and shade in 4 parts. “What fraction is each part?” ⅙ “What is
the fraction in word form?” four sixths “What is the fraction in number form?” 4/6
○ 5 - Draw a rectangle, split it into thirds and shade in 2 parts. “What fraction is each part?” ⅔ “What
is the fraction in word form?” Two thirds “What is the fraction in number form?” 2/3
○ Write the vocab words on the board for them to use as a reminder: “numerator - the top number
(how many are being counted) and denominator - the bottom number (how many equal parts are in
the whole).”
○ If a student is struggling, I could have them use the computer to know how to spell the words, I
could label the pieces, I could draw a fraction, or a peer could help them.
a peer.
them.
C. Resources
LESSON PLAN FORMAT

Date: 02/27/2023
Time: 1:15 PM

● The prior lesson was talking about fractions of a whole. Since the students were very comfortable with
unit fractions, I think this idea came easily too. The students were engaged, and on the worksheet for
independent time the majority of questions wrong were for forgetting labels and on the spiral review.


○ 3.NF.A.2 - Understand a fraction as a number on the number line; represent fractions on a
number line diagram.
● The students will see, represent, and label fractions on a numberline.
Assessment:
Materials Needed:
● 8.5 Worksheet
● Estimation 180 - day 6
● Sticky Notes - 1 per student
● Mathigon - Polypad

● This lesson is aligned with kinesthetic learning. The students are more likely to remember the lesson
and understand it better if they are up and moving to interact with the lesson. Each student will be
creating their own fraction and placing it on one number line. There will be 21 different fractions on the
same number line.
A. The Lesson:
○ getting attention: “Let’s do day 6 of our estimation 180. As you can see there is one almond and
there is a ¼ cup full of almonds. Our goal is to make an estimate on how many almonds you think
are in the 1/4 cup. Please write your guess down on your desk. This is a rough guess or an
estimate. It is okay if you do not get it exactly right, we are just doing this to get our brains thinking
about math. Raise your hand if your number is higher 10, 15, 20, ….” Find what our biggest
estimation is and what our smaller estimation is.
○ relating to past experience and/or knowledge: “Yesterday we talked about fractions of a whole.
This is a fraction that has an equal number of parts and we are counting more than one of those
parts. We talked about how Hannah ate 2 pieces of 6 piece pie, and we found what fraction of the
pie Hannah ate. What number went in our denominator?” 6. “Why?” That is the total number of
pieces. “What number went in our numerator?” 2. “Why?” That is the number of parts we are
counting.
○ creating a need to know: “In today’s lesson we are going to look at fractions a little bit differently.
We have been looking at shapes like circles, squares, and rectangles. Typically, those shapes
represent things like pies, sandwiches, or granola bars. So we have been relating fractions with
things we can physically divide up. However, the topics we are going to talk about today are things
that we cannot physically break up - things like distance and time. So this would be useful if you
were dividing up a long road trip or trying to be smart with your time management.”
○ sharing objective, in general terms: “Today we are going to learn about fractions on a number
line.”

○ 1 - “Jonahs’s family is traveling from this house to his grandma’s house. They stop at a gas station
when they are ½ of the way there. How can he represent this distance on a number line?” Draw a
number line, label the start “Jonah’s House” and the end “Grandma’s House”. “The length from
Jonah’s to grandma’s is 1 whole and we can divide this whole into any number of equal parts, or
lengths. Since we know that the gas station was ½ of the distance. We can look at the denominator
to see how many equal parts we will have - we will have 2.” Split the number line in half with fraction
strips. “We need to label our number lines with fractions. Since the start is Jonah’s House and we
have not traveled anywhere - we will label that 0/2. This is because we are counting zero, but there
are two equal parts. Now let’s look at the gas station. How many parts have we traveled?” 1. “Yes,
so now our fraction will be ½. Finally, let’s look at grandma’s house. How many parts have we
traveled now?” 2. “Exactly so our fraction here will be 2/2.”
○ 2 - Pull up the fraction strip with sixths on it and draw a number line underneath it. “Using what you
see on the board, how many parts do you think our number line will be split into?” 6. “Exactly.” Split
it into 6 equal parts. “Now we will label these dashes that represent where parts are split. What is
our denominator going to be for all of these? Hint… how many equal parts?” 6. “Yes. The first dash
we have shows that we haven’t moved at all so this has to be 0/6, the next dash shows 1 equal part
so this will be ⅙, ….” Finish with the rest.
○ 3 - Pull up the fraction strip with 3rds on it and draw a number line underneath it. Repeat the same
steps you did for the last problem.
○ 4 - Pull up the fraction strip with 8ths on it, draw a number line underneath it, label all of the points
except for ⅜ (replace with “A”), 6/8 (replace with “B”), and ⅞ (replace with “C”). “Here you may
notice that we have letters in some places rather than numbers. The letters are just place holders
until we can figure out what needs to go there. On your desks I would like you to write “A = ____”,
“B = ____”, and “C = ____”. Wait a little bit. “Okay. I am looking to see where the A is on my number
line. I know that the part before A is 2/8 and the part after A is 4/8, so I know that A = ⅜.” Repeat
with B and C.
○ Have the fraction strips ½, ⅓, ¼, ⅙, and ⅛ on the board.
○ If a student is struggling, I could give them real fraction strips, we could label the pieces
together, or a peer could help them.
a peer.
● Language Support Dakota State University
○ If a student is an ELL, I will read College of Education
the directions and words to them (or with them). If there is a
section that needs to be written,LESSON
I will ask them
PLAN FORMATwhat they want to write and I will write it for
them.
C. Resources:
● Estimation 180 - https://estimation180.com
Date: 02/28/2023
Time: 1:15 PM
● Polypad - https://mathigon.org/polypad#numbers
● The prior lesson was talking about fractions on a number line. When first introducing them to this new
idea, I did a quick assessment to ask if they were understanding and it was not clicking at first. So, I
restarted the problem and made sure to break it down more for them to understand. After a couple
examples, I could tell that the students were picking it up easier now. Then, after looking at the
worksheets, the students did great.


○ 3.NF.A.2 - Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1
as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and
that the endpoint of the part based at 0 locates the number 1/b on the number line.
● The students will relate fractions with whole numbers using a number line.
Assessment:
Materials Needed:
● 8.6 Worksheet
● Mathigon - PolyPad

● This lesson is aligned with activating and building on students' prior knowledge. It's important to
connect prior learning with new information. I'll be activating students' prior knowledge in the
Introduction of the lesson when I ask them what they know about number lines. It’s important to connect
new knowledge with existing knowledge.
A. The Lesson:
LESSON PLAN FORMAT

Date: 02/28/2023
Time: 1:15 PM

● The prior lesson was talking about fractions on a number line. When first introducing them to this new
idea, I did a quick assessment to ask if they were understanding and it was not clicking at first. So, I
restarted the problem and made sure to break it down more for them to understand. After a couple
examples, I could tell that the students were picking it up easier now. Then, after looking at the
worksheets, the students did great.


○ 3.NF.A.2 - Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1
as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and
that the endpoint of the part based at 0 locates the number 1/b on the number line.
● The students will relate fractions with whole numbers using a number line.
Assessment:
Materials Needed:
● 8.6 Worksheet
● Mathigon - PolyPad

connect prior learning with new information. I'll be activating students' prior knowledge in the
Introduction of the lesson when I ask them what they know about number lines. It’s important to connect
new knowledge with existing knowledge.
A. The Lesson:
○ getting attention: “Let’s do day 7 of our estimation 180. Yesterday we saw how much ¼ a cup of
almonds look like and how many almonds are in that. Now we need to use that to estimate how
many almonds are in this container. Please write down your guess on your desk.”
○ relating to past experience and/or knowledge: “Yesterday we talked about how we can show
fractions on a number line. We need to know how to do this for things that we cannot measure. In
the past, we have been working with things like cakes, pizzas, sandwiches, and granola bars.
However, now we are working with things like distances and times.”
○ creating a need to know: “This will be important for you to know if you are ever traveling
somewhere and need to know how much gas will get you a certain distance on your trip, or maybe
you need to divide up your time so you can have good time management with your work.”
○ sharing objective, in general terms: “Today we are going to learn about how fractions are related
or equal to whole numbers.”
● Content Delivery (15 minutes & Activate Prior Knowledge)

○ 1 - Draw a number line. “Steve ran 1 mile and Jenna ran 4/4 of a mile. Did Steve and Jenna run the
same distance? What fraction strip should we use to help us divide our number line?” Fourths. Split
it up and label each spot. “Now I would like you to draw a point at 1 and 4/4. If two numbers are
located at the same point on a number line, then they are equal and represent the same /distance.
So, since 4/4 and 1 end at the same point, they are equal. Did Steve and Jenna run the same
distance?” Yes.
○ 2 - Draw a number line and put up a sixths fraction strip. “Please draw this on your desk and label
each spot. Make sure you have 0 and 1 on your number line as well.” I will label 0/6 and 6/6 with the
students this first time. “Draw a point at 3/6, 6/6, and 1. Are 3/6 and 1 equal?” No. “Why?”
They are not on the same point on the number line. “So, 3/6 and 1 are unequal. Are 6/6 and 1
equal?” Yes. “Why” They are on the same point on the number line. “So, 6/6 and 1 are equal.”
○ Fraction Greater Than 1 - has a numerator greater than its denominator.
○ 3 - Draw two circles divided into 4ths and shade them in. “We have 2 wholes here. Each whole is
divided into 4 equal parts, so there are 8 equal parts shaded. What is our fraction?” 8/4. “We can
look at this like a division problem. What is 8 divided by 4?” 2. “So 8/4 is equal to 2.”
○ 4 - Draw three circles, keep them whole, and shade them in. “We have 3 wholes here. Each whole
is divided into 1 equal part, so there are 3 equal parts shaded. What is our fraction?” 3/1 - read as
three ones. “We can look at this like a division problem. What is 3 divided by 1?” 3. “So 3/1 is equal
to 3.”
○ 5 - Write 8/4. ”I want you to draw a model to show this fraction greater than one. We know that we
have to have more than one shape because it is greater than one. How many shapes are we going
to have?” 2. “Yes, because 8/4 is equal to 2.” Draw 2 circles. “How many equal parts are we going
to have in EACH shape?” 4. “Yes, because the denominator tells us how many total parts in EACH
shape.” Divide each circle into fourths. “How many equal parts are we going to shade?” 8. “Yes,
because our numerator tells us how many parts are shaded or that we are counting.” Shade in all 8
parts. “Now we need to write it as a whole number. What is 8/4 equal to?” 2.
○ 6 - Write 6/6. ”I want you to draw a model to show this fraction. We know that we have to have one
shape because it is equal to one. How many shapes are we going to have?” 1. “Yes, because 6/6 is
equal to 1.” Draw 1 circle. “How many equal parts are we going to have in this shape?” 6. “Yes,
because the denominator tells us how many total parts in EACH shape.” Divide each circle into
sixths. “How many equal parts are we going to shade?” 6. “Yes, because our numerator tells us how
many parts are shaded or that we are counting.” Shade in all 6 parts. “Now we need to write it as a
whole number. What is 6/6 equal to?” 1.
○ 7 - Draw a number line with a 0 on it. “Jeff rode his bike around a bike trail that was ⅓ of a mile
long. He rode around the trail 9 times. Write a fraction greater than 1 for the distance and then find
how many miles he rode. We know that 1 time around the trail is ⅓. So, if he goes around a 2nd
time, then he will have ridden ⅔ of a mile.” Draw that on the number line and continue until you get
to 9 times around the trail. “So what fraction did he ride?” 9/3. “Yes, this is our fraction greater than
one. Now, let’s change that into miles. We know that 3/3 is one mile, so how many miles is 9/3?” 3
miles.
○ Write the vocab words on the board for them to use as a reminder: fraction greater than 1.
○ If a student is struggling, I can help them write out the numbers on the number line or label the
pieces in the fraction. I can also write down more definitions if they need it - numerator and/or
denominator, or have a peer help them more one-on-one.
a peer.
them.
C. Resources
● Polypad - https://mathigon.org/polypad#numbers
LESSON PLAN FORMAT

Date: 03/01/2023
Time: 1:15 PM

● The prior lesson was talking about how to relate fractions and whole number lines. By having
introduced the number lines, this made it very easy to provide a visual of what 0/x looks like or is equal,
same as x/x. When first being told that a number is over the same number (for example, 5/5) it took a
little while for the idea to click that that means 1, but after showing a few examples, they caught on.


○ Develop understanding of how to relate fractions with whole numbers.
● The students will see, represent, and write fractions of a group.
Assessment:
Materials Needed:
● 8.7 Worksheet

connect prior learning with new information. I'll be activating students' prior knowledge in the content of
the lesson when I ask them to think back on fractions of a whole.
A. The Lesson:
○ getting attention: “Let’s do day 8 of our estimation 180. Today we have a package of tissues and a
pencil. Pay attention to the size of the package in relation to the pencil. We need to estimate how
many tissues are in the small package. Please write down your guess on your desk.”
○ relating to past experience and/or knowledge: “Yesterday we talked about how to relate fractions
to whole numbers. We found out that fractions that have a greater numerator than they do
denominator, the number will be a whole number. We took a look at figures and were able to relate
figures of a fraction to what the fraction looks like.”
○ ○ creating
creating a need a need to know:
to know: “This“This willimportant
will be be important for you
for you to know,
to know, especially
especially if youif you
everever get into
get into
baking.
baking. It willIt make
will make double
double recipes
recipes way way easier
easier and and will help
will help you you be more
be more efficient.”
efficient.”
○ ○ sharing
sharing objective,
objective, in general
in general terms:
terms: “Today
“Today we going
we are are going to learn
to learn about
about howhow we canwe can
see,see,
represent,
represent, and andwritewrite fractions
fractions of a of a group.”
group.”
● ● Content
Content Delivery
Delivery (15 minutes
(15 minutes & Activating
& Activating PastPast Knowledge)
Knowledge)
○ 1○- Draw
1 - Draw 4 triangles
4 triangles in a in line,a line,
colorcolor in 2 in 2 triangles,
triangles, and and thenthenmake make
the 2the 2 triangles
triangles a groupa group and andthe the
otherother 2 a group.
2 a group. “What “What
do you do you notice notice
about about the board?”
the board?” There There
are twoare groups,
two groups, therethere are four
are four totaltotal
triangles,
triangles, eacheach group group
has has two triangles
two triangles in it, in
oneit, one
group group the triangles
the triangles are colored
are colored in, andin, and the other
the other
group group
doesdoes not havenot have triangles
triangles that that are colored
are colored in. “Exactly.
in. “Exactly. Today Today
we are we really
are really
diving diving
into into writing
writing a a
fraction
fraction to showto showgroups. groups.So, our So, denominator
our denominator is now is now
going going
to betohowbe how many many
groupsgroupstherethere are drawn
are drawn
or made.
or made. HowHow many many
groups groups are in are in drawing?”
this this drawing?” 2. “Yes,2. “Yes, so that
so that is our is denominator.
our denominator. Our Our numerator
numerator
is going
is going to betothe be number
the number of groups
of groups that that are FILLED
are FILLED in. When
in. When I sayI filled
say filledin, I in,
do Inotdo mean
not mean with with
shapesshapesinside inside the groups,
the groups, but Ibut mean I meanthat that the shapes
the shapes that that
are inarethe in group
the group are filled
are filled in. So in.how
So how
many many
groups groupshavehave bothboth trianglestrianglesfilledfilled
in?” in?”
1. “Yes,1. “Yes,so our so numerator
our numerator is 1 and is 1 and our denominator
our denominator is 2 -is 2 -
½.” ½.”
○ 2○- Draw
2 - Draw 6 circles,
6 circles, colorcolorin 4,inmake 4, make 3 groups,
3 groups, and and put 2put 2 circles
circles in each in eachgroup. group.
“We “We needneed to write
to write a a
fraction
fraction that that represents
represents this grouping.
this grouping. WhoWho can can tell me tell what
me whatnumbernumber goesgoes on theon bottom
the bottom of our of our
fraction
fraction or our or denominator
our denominator spot?” spot?”The The totaltotal
number number of groups.
of groups. “Yes,“Yes,so how so how
many many
groups groupsdo we do we
havehavehere?” here?” 3 groups.
3 groups. “So our “So denominator
our denominator is 3. isWho 3. Whocan can tell what
tell me me what number numbergoesgoes on the on top
the oftop of
our fractions
our fractions in ourin numerator
our numerator spot?” spot?”
The The number number of groups
of groups that that
havehave theirtheir
circlescircles
filled.filled.
“So how“So how
many many
groups groupshavehave circlescirclescolored coloredin?” in?”
Two Two “Our“Our numerator
numerator is then
is then two. two.Which Which
would wouldmake make
our our
fraction
fraction ⅔.” ⅔.”
○ 3○- “This
3 - “This
time,time,
insteadinsteadof being of beingshown shown the figures
the figures and and the groups,
the groups, you you are going
are going to get to the
get the
information
information and and you you havehave to draw to draw it.” Write
it.” Write “Draw “Draw 8 squares,
8 squares, make make 4 groups,
4 groups, and andshade shadein 1 in 1 group.
group.
“Great,
“Great, nownow we need
we need to writeto write a fraction
a fraction to gotowithgo with this drawing.
this drawing. WhoWho can can tell what
tell me me what number numbergoesgoes
on theon bottom
the bottom of our of fraction
our fraction or our or denominator
our denominator spot?” spot?”
The Thetotaltotal
number number of groups.
of groups. “Yes,“Yes,so how so how
many many
groups groupsdo we dohavewe have here?” here?” 4 groups.
4 groups. “So our “So denominator
our denominator is 4. isWho 4. Whocan can
tell metell what
me what numbernumber
goesgoeson the on topthe of
topour of fractions
our fractions in our in numerator
our numerator spot?” spot?”
The The numbernumber of groupsof groupsthat that
havehave theirtheir
circles
circles filled.filled. “So how
“So how many many
groups groupshavehave circlescircles
coloredcoloredin?” in?”
1 “Our1 “Our numerator
numerator is thenis then 1. Which
1. Which
would would
make make our fraction
our fraction 1/4.”1/4.”
○ 4○- Draw
4 - Draw 8 circles,
8 circles, make make 2 groups,
2 groups, and and shade shadein allinofallthe of circles.
the circles.“Here “Here
we needwe need to writeto write a fraction
a fraction
greater
greater thanthan 1. So,1. weSo,arewe going are going to focusto focuson the on individual
the individual pieces pieces
and and groups. groups.
HowHow many many
pieces pieces
are are
in each
in each group?”group?”4. “Yes,4. “Yes,
so we soare we going
are going to remember
to remember that that
we arewe talking
are talking about about the amount
the amount shadedshaded
in, the
in, not not fraction
the fraction to represent
to represent groups. groups. So, inSo, thisin case,
this case, 4 is going
4 is going to betoour be denominator
our denominator because
because it it
tells tells
us how us howmany many
pieces pieces are in areone in one
group. group.
ThenThen for ourfor numerator,
our numerator, we are we going
are goingto focusto focuson howon how
many many
pieces pieces are shaded
are shaded in TOTALin TOTAL - in both
- in both groups. groups.WhatWhat is that
is that number?”number?” 8. “Yes,
8. “Yes, and and that that
is is
going going
to betoour be numerator.
our numerator. So, our So, fraction
our fraction lookslooks like 8/4.
like 8/4. We know
We know in fractions
in fractions greatergreaterthanthan1 we1 we
can can
havehave a wholea whole
number. number. All we Allhave
we have to dotoisdo is divide.
divide. WhatWhat is 8 divided
is 8 divided by 4?” by 2.4?”“Exactly,
2. “Exactly, so 8/4so is
8/4 is
equal equal
to two to wholes.
two wholes. The The image image
really really
shows shows
that.”that.”
○ ○ Hand
Hand out worksheet
out the the worksheet for today
for today - explain
- explain that that
therethere is a spiral
is a spiral review
review on back
on the the back
that that
goesgoes
overover
pastpast
ideasideas we have
we have learned.
learned.
○ ○ Write
Write the vocab
the vocab words words on board
on the the board for them
for them to use
to use as aas a reminder:
reminder: fraction
fraction greater
greater thanthan 1, you
1, are are you
looking
looking for fraction
for fraction of shaded
of the the shaded
part part
(# of(#groups
of groups shaded
shaded in/total
in/total # of #groups)
of groups)
or a or a fraction
fraction to show
to show
the part
the part filledfilled
(total(total shaded
shaded in/# in/#
in 1 in 1 group)
group)
● ● Closure
Closure (2 minutes)
(2 minutes)
○ Show
○ Show me onmeaon a scale
scale of how
of 1-5 1-5 how prepared
prepared you you
feel feel for your
for your worksheet
worksheet - 5 being
- 5 being 100%100% ready
ready and and
1 1
being
being I amI not
am ready.
not ready.
B. Differentiated
Instruction:
● Adaptations
● Adaptations for students
for students with with special
special needs
needs or meeting
or not not meeting expectations
expectations
○ If○a student
If a student is struggling,
is struggling, I canI can
helphelp
themthem decipher
decipher between
between which
which typetype of fraction
of fraction theythey are going
are going
to write.
to write. I canI can talk them
talk them through
through eacheach
stepstep
and and maybe
maybe watch
watch a video
a video explain
explain it more.
it more.
● Adaptations
● Adaptations for those
for those exceeding
exceeding expectations
expectations
a peer.
them.
C. Resources
LESSON PLAN FORMAT

Date: 03/02/2023
Time: 1:15 PM

● The prior lesson was talking about fractions of a group. The students quickly picked up on how to write
fractions when asking for specific pieces of a group. They were also introduced to fractions greater than
one. They quickly picked up on the idea of how to find a whole for a fraction greater than 1 - divide.
During the worksheet, they had to create their own shapes and groups. Deciding whether they had to
write the fraction based on the individuals or the groups was a little difficult for them.


● 3.NF.A - Develop understanding of fractions as numbers
○ Develop understanding of how to find parts of a whole group using unit fractions.
● The students will find parts of a group using unit fractions.
Assessment:
Materials Needed:
● 8.8 Worksheet

● This lesson is aligned with kinesthetic learning. The students are more likely to remember the lesson
and understand it better if they are up and moving to interact with the lesson. I will have students up at
the front of the room to show a real visual of how to split a total amount into a group of a fraction and to
find the part of it.
●
A. The Lesson:
○ getting attention: “Let’s do day 9 of our estimation 180. Yesterday we talked about a package of
tissues. Today we are going to use that knowledge to guess how many tissues are in one box.
Please write your guess down on your desk. This is a rough guess or an estimate. It is okay if you
do not get it exactly right, we are just doing this to get our brains thinking about math. Raise your
hand if your number is higher 10, 15, 20, ….” Find what our biggest estimation is and what our
smaller estimation is.
○ relating to past experience and/or knowledge: “Yesterday we talked about how to find, represent,
and write fractions of a group. We found that we can write fractions based on the shaded part or to
show the part filled.”
○ creating a need to know: “This will be important to know for your test. However, knowing how to
find a part of a group will be beneficial to you in your life. It could be when you are working with
dividing up snacks and you need to know how much of a whole each person will get, but you do not
know how many each person will get.”
○ sharing objective, in general terms: “Today we are going to learn about how to find part of a
group using unit fractions.”
○ 1 - Pick 6 people to come to the front of the room. “We have 6 total people in the front.” Write on the
board - ⅓ of 6. “Finding ⅓ of 6 is our goal. This means that we need to find out how many people
are ⅓ of 6. What do we know about ½ of 6?” That half is 3. “Exactly, but to find ⅓ we are going to
follow some steps. Our first step is to find out how many groups we need to make and this
information will come from the denominator of our fraction. So how many groups will we need to
make?” 3. “Right, because our fraction is ⅓ and our denominator is 3. Then, we need to find out
how many people will be in each of those groups. So we are going to do 6 divided by 3 - which is
what?” 2. “Yes. So we will have 3 groups with 2 in each group. Please divide into those groups now.
Do you see how we found ⅓ of 6 and we found that it equals 2?”
○ 2 - Draw 12 circles and write ¼ of 12. “Our goal here is to divide these 12 circles into equal groups
and then tell how many of these circles are ¼ of 12. There is one piece of information that will tell us
how many groups we need to make. This piece of information can be found in our denominator. So
if we look at the fraction ¼ we have to make 4 groups. To find how many circles will be in each
group, we need to do the total, 12, divided by the number of groups. So we will divide 12 by 4 -
which equals what?” 3. “Yes, so we will have 4 groups with 3 circles in each.” Write ¼ of 12 = 3
○ 3 - Write “Elisa has 8 flowers. ¼ of them are pink. How many flowers are pink?” “Our first step
should be drawing items to represent the flowers. How many am I going to draw and why?” 8
because in the story problem it tells us she has 8 flowers. “Right. So now we know that we need to
find out what ¼ of 8 are. What is our next step?” We need to find out how many groups we have to
make. “Yes, and how many groups do we need and how do you know?” We need 4 groups because
our denominator is 4. “Right and how are we going to find out how many go in each group?” We are
going to do 8 divided by 4- which equals 2. “Yes. So let's circle 2 flowers at a time and make 4
groups. Then, what would our answer be? Our question is how many flowers are pink?” 2 flowers.
○ Write on the board 1 - find the number of groups, 2 - find the number of items in each group, and 3 -
divide the total number of items by the number of groups
○ If a student is struggling, I would get out manipulatives for them to use. I would also offer
strategies to help them solve the division problems.
a peer.
them.
C. Resources
LESSON PLAN FORMAT

Date: 03/03/2023
Time: 1:15 PM

● The prior lesson was talking about how to find parts of a group using unit fractions. This idea was very
hard for the students to comprehend. After many examples, some of the students caught on. However,
some did not. So, when I was grading the worksheets, I took some notes of which students seemed to
struggle and talked to them the next day. I also think the students were more focused on the algorithm
of solving the problem, rather than what was happening and what it meant.


○ Develop understanding of how to find the whole group using the unit fractions.
● The students will find the whole group using unit fractions.
Assessment:
Materials Needed:
● 8.9 Worksheet

connect prior learning with new information. I'll be activating students' prior knowledge in the content of
the lesson when I ask them to think back on how we found a part of a group using unit fractions.
A. The Lesson:
● Introduction (15 minutes & )
○ getting attention: “Let’s do day 10 of our estimation 180. Earlier we compared a small pack of
tissues to one box of tissues. Today we are going to use what we know about those two pieces of
information and compare it to all of these boxes of tissues. How many tissues do you think are in all
of these boxes? Please write your guess down on your desk. This is a rough guess or an estimate.
It is okay if you do not get it exactly right, we are just doing this to get our brains thinking about
math. Raise your hand if your number is higher 10, 15, 20, ….” Find what our biggest estimation is
and what our smaller estimation is.
○ relating to past experience and/or knowledge: “Yesterday we talked how to find parts of a group
using unit fractions. We would have things like ⅓ of 12 and we would split our 12 into groups to find
out how many items were in 1 group.”
○ creating a need to know: “This will be important to know for your test. However, knowing how to
find a whole group when you only have a fraction will be good to know. If you know that you have
half of the granola bars, and you have 6 of them. Then you would be able to find out how many total
granola bars there are.”
○ sharing objective, in general terms: “Today we are going to learn about how to find the whole
group by using unit fractions.”
● Content Delivery (15 minutes & Activating past knowledge)

○ 1 - Write “Hope has 2 blue ribbons for her hair. ¼ of all of her ribbons are blue. How many ribbons
does Hope have in total?” “What is some of the important information we have from this story
problem?” We know she has 2 blue ribbons, that ¼ of her ribbons are blue, and that we need to find
the total number of ribbons. “Exactly, so we are going to start by drawing what we know. We know
that 1 group has 2 ribbons. Each group is going to have the same amount of ribbons in it. So draw 2
circles and then put them in a group. If you can remember back to yesterday, what number tells us
how many groups we are going to have?” The denominator, so we will have 4 groups. “Exactly, and
since all of the groups will be the same, we will have 4 groups with 2 circles in each. Then, we will
count up all of the circles. So how many ribbons does hope have?” 8 ribbons.
○ 2 - Write “Harrison has 3 red cars. ⅓ of his cars are red. How many total car does he have?” “What
is some of the important information we have from this story problem?” We know he has 3 red cars,
that ⅓ of his cars are red, and that we need to find the total number of cars. “Exactly, so we are
going to start by drawing what we know. We know that 1 group has 3 cars. Each group is going to
have the same amount of cars in it. So draw 3 circles and then put them in a group. How many
groups are we going to have?” We will have 3 groups. “Exactly, and since all of the groups will be
the same, we will have 3 groups with 3 circles in each. Then, we will count up all of the circles. So
how many cars does hope have?” 9 cars.
○ 3 - Write “Cam has 4 green shirts. ⅙ of his shirts are green. How many total shirts does he have?”
“What is some of the important information we have from this story problem?” We know he has 4
green shirts, that ⅙ of his shirts are green, and that we need to find the total number of shirts.
“Exactly, so we are going to start by drawing what we know. We know that 1 group has 4 green
shirts. Each group is going to have the same amount of shirts in it. So draw 4 circles and then put
them in a group. How many groups are we going to have?” We will have 6 groups. “Exactly, and
since all of the groups will be the same, we will have 6 groups with 4 circles in each. Then, we will
count up all of the circles. So how many shirts does hope have?” 24 shirts.
○ Write on the board 1 - point out the important information, 2 - draw the 1 group you know, 3 - find
out how many groups there need to be and draw them, and 4 - count up all pieces
○ If a student is struggling, we can decide how many groups we have, draw the first group
together, and draw the rest of the groups together.
a peer.
them.
C. Resources

Work Sample - Fractions Unit

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Work Sample - Fractions Unit

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Dakota State University

LESSON PLAN FORMAT

Name: Stephanie Stavnes

Reflection from prior lesson:

Contextual Factors/ Learner Characteristics:

Lesson Goal(s) / Standards:

Connection(s) to Research & Theory:

● Content Delivery (15 minutes & Constructivism)

LESSON PLAN FORMAT

Name: Stephanie Stavnes

Reflection from prior lesson:

Contextual Factors/ Learner Characteristics:

Lesson Goal(s) / Standards:

Connection(s) to Research & Theory:

● Content Delivery (15 minutes & Constructivism)

LESSON PLAN FORMAT

Name: Stephanie Stavnes

Reflection from prior lesson:

Contextual Factors/ Learner Characteristics:

Lesson Goal(s) / Standards:

Connection(s) to Research & Theory:

● Content Delivery (20 minutes & Kinesthetic)

○ Watch Scratch Gardens - Fractions Video

○ Fraction - a number that names part of a whole or part of a group

LESSON PLAN FORMAT

Name: Stephanie Stavnes

Reflection from prior lesson:

Contextual Factors/ Learner Characteristics:

Lesson Goal(s) / Standards:

Connection(s) to Research & Theory:

● Content Delivery (15 minutes & Kinesthetic)

○ Fraction - a number that names part of a whole or part of a group

LESSON PLAN FORMAT

Name: Stephanie Stavnes

Reflection from prior lesson:

Contextual Factors/ Learner Characteristics:

Lesson Goal(s) / Standards:

Connection(s) to Research & Theory:

● Content Delivery (15 minutes & Kinesthetic)

Contextual Factors/ Learner Characteristics:

Lesson Goal(s) / Standards:

Connection(s) to Research & Theory:

LESSON PLAN FORMAT

Name: Stephanie Stavnes

Reflection from prior lesson:

Contextual Factors/ Learner Characteristics:

Lesson Goal(s) / Standards:

Connection(s) to Research & Theory:

● Content Delivery (15 minutes & Activate Prior Knowledge)

○ Fraction Greater Than 1 - has a numerator greater than its denominator.

LESSON PLAN FORMAT

Name: Stephanie Stavnes

Reflection from prior lesson:

Contextual Factors/ Learner Characteristics:

Lesson Goal(s) / Standards:

Connection(s) to Research & Theory:

LESSON PLAN FORMAT