Lesson 8: Understand Fractions

Your name:

Jaquelin Chavez

Age or Grade
Level:

Integrated
Disciplines/Subjects:

Time frame
for Lesson:

3rd grade

Math

35-40 minutes

Lesson 8.5: Fractions

on a Number Line.
STANDARDS, OBJECTIVES, ASSESSMENTS & MATERIALS
Nebraska State Standards; Nebraska Early Learning Guidelines and NET-S (as
appropriate for the lesson):
MA 3.1.1.d Represent and understand a fraction as a number on a number line.
MA 3.1.1.f Show and identify equivalent fractions using visual representations including
pictures, manipulatives, and number lines.
Objectives:
Students will be able to represent and locate fractions on a number line.
Assessment:
Pre-Assessment:
Chapter 8 Pre-test on Go Math, Show What You Know
Formative Assessment:
On Your Own for Lesson 8.5
Summative Assessment:
Go Math Chapter 8 Test

LESSON PROCEDURES
Anticipatory Set:
Problem of the Day:
Dan ordered a pizza. It was divided into 8 equal slices. His brother ate one slice. How

much of the pizza did his brother eat?

A) one half

B) one sixth

C) one eighth

D) eight eighths

Input/Modeling/Guided Practice/Check for Understanding:

How can you represent and locate fractions on a number line?
Are fractions a whole?
In what example can we say that a fraction IS a whole?
How many spaces are there in between whole numbers on a number line?
Have students do independent work.
Have students have whole-class discussion.
Have students work in groups.
Practice modeling.
Teacher will do:

Teacher will go over the

problem of the day. How did
you work it out?
Teacher will go over the
vocabulary previous lessons,
there is no new vocabulary in
this lesson.
Teacher will check for
understanding.
Teachers will model the
problem on UNLOCK the
Problem: Real World on page
323.
Teacher will ask students to
participate in order to check
for understanding.
Teacher will work through the
Example problem with
students on page 324.
Teacher will ask the students
for detailed question since this

Student will do:

Students will complete the Problem of

the Day individually using the scrap
sheet of paper.
Students will show their response cards,
which will show the answer they have
shown.
Students will share the strategies they
used to solve the problem.
Students will work through the
UNLOCK the Problem: Real World.
Students will watch and participate in
the process of solving the problem.
Students will work with the teacher to
complete the Example problem.
Students will discuss the way they think
was the easiest way to solve the
problem.
Students will complete the Share and
Show section with their shoulder partner.
Students will ask questions, if any, as the
teacher walks through the classroom.

is a new concept.
Teacher will give instructions
to the students on working out
the problems Share and Show.
Page 323, problems 1-4.
Teacher will walk around
answering any questions
students may have.
Teacher will bring class back
together to review the math
problems.
Teacher will instruct students
to individually complete On
Your Own section. Page 325,
problems 5-10.
Teacher will check On Your
Own Section.
Teacher will check students
work.
Teacher will decide whether
the student is ready to move on
to centers, work with the
paraprofessional, or needs
some more one-on-one help.

Students will come back as a class and

discuss the questions from this section.
Students will complete the On Your Own
section individually.
Students will ask for help, if needed.
Students will have their work checked
by the teacher.
Student will wait for further instructions
as to their next task.

Closure:
The students will be asked a single question as their On Your Own section is being
checked.
Differentiation:
Resource: We have no resource students.
English Language Learners: Meet with the ESL teacher, get extra help from
paraprofessional, one-on-one help from myself if needed.
High Achievement Learners: They get pulled out later on towards the day and work with
Gifted and Talented Education teacher.
References:
Go Math! Teacher Edition

Go Math! Student Workbook.

LESSON ANALYSIS

Content Knowledge:
The main thing within this lesson is for students to recall how to draw, read a number
line. They should know the parts of numbers as they become a whole.

Teaching Methods/Strategies:
Modeling: I will start by explaining the concept, and then demonstrate one or two
problems on the board. I will ask questions to check for understanding as well. We will
work through UNLOCK the Problem: Real World together. (Page 323)
Whole-group discussion: we will begin the lesson by doing some problems together.
Working with a partner: students will work in groups of 2 or maybe 3 and complete
problems 1-3 on Share and Show section. (Page 324)
Individual work: Students will individually complete problems 8-17 in On Your Own
section. (Page 325)
REFLECTION
I believe that this lesson was another one that my students had a harder time grasping.
This lesson was a little different than the rest in the aspect that they had to label the
fraction on the number line. Though they have had a brief introduction to this in the
previous lesson, they still had a hard time looking at it on their own.