Intern:

Danielle Vachon Date: April 11, 2016 Time: 10:30-11:00 am

School: GES Teacher: Kate Genovese Grade: 3

Basic Information:
Subject: Math
Topic: Fractions on a Number Line
Grade: 3

Goals:
CCSS.MATH.CONTENT.3.NF.A.2
Understand a fraction as a number on the number line; represent fractions on a number line
diagram.

CCSS.MATH.CONTENT.3.NF.A.2.A
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.

Objectives:
*Learners will be able to place any fraction on a number line with endpoints 0 to 1.

Brief Description of Lesson:
I will call learners over to the rug at the start of math time. I will put on the math program
Zearn. We will work as a class to solve the problems and learn about the lesson for the day.
Once we have been "Zearned" I will let my class know what their jobs are. Group 1 (my
lowest group) will start with me, Group 2 (my medium group) will start on DreamBox, and
Group 3 (my highest group) will start on the packet. The group that works with me will be
completing the problem set that follows the Zearn activity. For each of my groups I pick how
much support they get. Group 1gets almost all of my support during the problem set, Group
2 gets a little support, and Group 3gets little to no support on the problem set. After each
group finishes the problem set with me, all groups rotate and go onto the next station. After
a group finishes with me they will be given an exit ticket. The exit ticket helps me see which
children understood the lesson and which
children still need more support.
rd

rd

http://www.corestandards.org/Math/Content/3/NF/A/2/http://www.corestandar
ds.org/Math/Content/3/NF/A/2/http://www.corestandards.org/Math/Content/3/
NF/A/2/a/http://www.corestandards.org/Math/Content/3/NF/A/2/a/

Materials and Resources:

Materials are: 18 problem sets, 18 exit tickets, 1 pencil per child, whiteboard and dry erase
marker.
*I will have each learner bring a pencil to the math table. I will have all of the problem sets
and exit tickets already printed prior to the lesson. I also always keep a whiteboard and dry
erase marker at my table, just incase I need to explain a problem more thoroughly.

Resources: ZEARN and Eureka Math Program Module 5

Implementation:

Learning Context:
All learners will be completing this lesson. I will start with all learners on the rug for the
intro lesson interacting with Zearn. I will then split my class up into 3 groups based on skill
level with fractions. Group 1 is my group that needs the most support, Group 2 needs my
guidance on a few things, and Group 3 needs little to no support. I pick these groups based
on results from the exit tickets. While I am doing small group direct instruction my other
learners are working on DreamBox and the packet that I have made for them.

Lesson:
Intro: I will start the lesson by calling all of the learners to the rug. I will turn on Zearn. I will
make sure that all of the children are spread out on the rug and are ready to listen and
learn. I will review with them our previous lesson and how we started to make a number
line and put unit fractions on it. After we have done the review I will start Zearn. We will
work together as a class to answer the activity questions. I will call different learners up to
the board to answer questions and to keep them engaged. We will continue this until we
have been "Zearned."

Body: After we have been Zearned I will remind the learners about what they need to do. I
will tell Group 1 that they need to grab a pencil and come sit at my table quietly. I will tell
Group 2 to grab their chromebooks and sit at their seats quietly and work on DreamBox. I
will tell Group 3to grab their packet and sit quietly at their seats and work on it. I will
remind all learners that are not working with me to keep the noise level at a whisper. Once I
have Group 1 at my table I will go over the problem set with them. This group needs a lot of
instruction and I usually walkthrough the whole worksheet with them. I will read aloud all
of the questions and ask for their answers. We will complete as much as the worksheet that
we can in the time given and then I will ask them to put their problem sets in their mailbox.
Once a group leaves my table I will ask all groups to rotate. Group 2 will now come over to
my table. I will give them a brief overview about each question and ask them what they
think the answer will be. This group is more independent, so we might do 1-2 problems
together and then they are able to complete the rest on their own. Once we have finished
the worksheet they will put it into their mailbox and we will rotate one last time. Group 3
will come over to my table and I will also give them a brief
overview. I will ask one of the learners in this group to read aloud the question. Depending
on the lesson, they will normally complete the problem set without any guidance. I
sometimes have to show them how to do something quickly and then they take off and
complete the worksheet. I often have to remind this group to slow down and make sure
they are answering every part of
the question.

Conclusion: After each group leaves my table, I hand them the exit ticket. They are supposed
to go to their seats and work on the exit ticket alone. Once they have finished the exit ticket
they put it in the turn in bin and then work on their next station. At the end of the lesson if
there is time I will call all of the groups to the floor. We will talk about which problems were
easy and which problems were tough. I will often ask them a question that is similar to one
on their problem set to see if they can answer it. When the lesson is over I will look at the
exit tickets and see which learners mastered the concept, understood the concept, and need
more practice. Depending on the numbers, if a large group of children didn't understand the

lesson, then I will put them in a group for the following day. Our groups are constantly
changing depending on exit
ticket scores.

Further Ideas:
Learners will learn how to place fractions on a number line. They will learn how to label the
number line from 0 to 1. This is one of the beginning lessons for fractions on a number line,
so it will be a good basis for future lessons.

Differentiated Instruction:
I have been trying to use Zearn to try and get more of my children engaged in math. I also
have differentiated each group based on skill level from a prior exit ticket. My instruction
varies based on group number and how independent the children are. I have one learner
who benefits from sitting on a yoga ball during math time. I will also make sure my class is
at a whisper volume to prevent any distractions.

Collaboration:
This lesson is one of the beginning lessons for fractions on a number line. It will help the
children gain confidence in partitioning fractions into units. It is also helpful for prepping
them for the math portion of the SBAC test.

Areas of Assessment:

Skills: Drawing and labeling a number line
Skills: Understand a fraction as a number on a number line

Further Assessment:
I will continue to use exit tickets to assess learning. We also have a mid module assessment
coming up that will tell me how well the children are understanding fractions. At the end of
the unit we will have an end of module assessment that will allow me to see how well my
class as a whole understood fractions and see what areas they were strong in and what
areas they need
Brandie Comment:
Danielle begins math instruction using a lesson module projected on the interactive
whiteboard. Could a scribe who has mastered the skill be your assistant at the computer at
your desk, providing input when requested? What else might engage a greater number of
students in this technology based lesson? Danielle does use standing and thumbs up to
engage all in answering. Student who struggles is asked it participate at board, " I like how
you took your time to space those out, nice job!" She lets another student know he will be
the next to be called on before he is called on in order to
plan.
In small groups, Danielle walks through each step. She uses a whiteboard to draw step by
step visuals. It might be of value to have students show where they think each fraction is on
their paper before providing a model to discover their perspective and processing fractional
measurement. For those challenged to process, or in need of hands on for learning or
attention, folding paper strips may be helpful. Straight edges might also support number
line creation, for the straight line and exposure/make connection to real life fractional tool.
After whole group practice, students do several questions independently. Danielle reminds

students at seats to stay on task. The exit ticket is task specific as worksheets completed
are placed in mailboxes. (Having students answer the phone is great phone communication
practice!). For line creation (partition the number line), when working on eighths, showing
students how to divide line in half, each half in half then half again would increase likelihood
of equal distances on the line and would expand understanding of fractional units, for some
learners this might be their desired learning style and for others it might provide important
support to their conceptual understanding that can be built upon. All groups are worked
with, three total, with decreasing levels of support based on student skills.