Classroom Interactions Daily Lesson Plan Template

UFTeachers Date & Time of Lesson Course Title & Level:

Harmony Hillman, Grace Cho
Learning Target:
As a result of today’s class, students will be able to
create a number line with fractions, decimals and
whole numbers. They will know what fractions and
decimals mean and how they are equivalent.
NGSSS / MAFS:
MAFS.K12.MP.7.1- Look for and make use of structure.
MAFS.6.SP.2.4 - ​Display numerical data in plots on a
number line, including dot plots, histograms, and box
plots.
MAFS.3.NF.1 - Develop understanding of fractions as
numbers.
Monday, August 17, 2018; 5:00-5:50
Sub-Objectives​​: ​Will the learning target to be
“chunked” into sub-objective?
- Define number lines as having even spacing in
sequential order.
-Understand fractions as numbers between whole
numbers.
-Compare fractions of same denominator.
-Compare equivalent fractions.
-Introduce concept of decimals as new way to
represent fractions.
Fractions and Decimals Using Number Lines
Modifications /Accommodations in Objectives for
Struggling Students​​:
To accommodate struggling students, we can draw the
division lines on the circles of their fractions worksheet
and they can shade how many slices they think they
need to represent each fraction.
Modifications /Accommodations in Objectives for
High Achieving Students​​:
To accommodate high achieving students, we may ask
them to convert some fractions to non-repeating
decimals if they already have knowledge of these
topics.

MAFS.4.NF.1 - Extend understanding of fractions

equivalence and ordering.

MAFS.4.NF.3 - Understand decimal notation for

fractions, and compare decimal fractions.
Formative Assessment: ​How will students be expected to demonstrate mastery of the learning target during in-class checks for understanding? (embedded
assessments, checking for understanding activities in order to assess if the students are meeting the stated l​ earning targets (objective​) and ​sub-objectives​.)
We will use Formative Assessment #24 “I Used to Think… But Now I Know...” to gauge students’ learning from the lesson. Before the students leave, we will ask
them to present their learning from the day by starting with what they used to think about number lines, fractions, and decimals, and ending with how their thinking has
changed or something new that they added to their knowledge. We will ask them to reflect orally rather than in writing, to save more time. This will also help us find
their progress on the topics and give us information for completing our next lesson.
Student Self-Assessment: ​What form of self-assessment and goal-setting will be used?
We will present our students with a list of things we will accomplish during our lesson so they can gauge their progress as we complete activities. After discussing
fractions in general, we will ask students to construct, describe, and compare their own representations to demonstrate their understanding. We can also allow students
to work in pairs and discuss strategies for creating their representations if they are struggling.

Mathematical Practices: ​Which
Mathematical practice(s) will be
targeted for proficiency development
during this lesson? (HIGHLIGHT
applicable practices)
● Make sense of problems and
persevere in solving them.
● Construct viable arguments and
critique the reasoning of others.
● Reason Abstractly and
quantitatively.
● Model with Mathematics.
● Attend to precision.
● Use appropriate tools
strategically.
● Look for & make use of structure.
● Look for and express regularity in
repeated reasoning.
What and A​ cademic Vocabulary​ will be How will students connect What ​misconceptions
introduced or reinforced in this lesson? learning to ​Real-World​ and may need to be
How will that occur? Interdisciplinary addressed? How will you
Number line- We will reinforce our use of
applications or experiences? do so?
the word number line from our previous
The students will be able to Students might think that
lesson. We will refer to the representations
we will be creating as number lines to
connect number lines to fractions are always
model to our students that this is the term examples in their real life to small numbers. They
they need to use for this form of help them further recognize might not realize that
organization. the significance of 12/4 is also just 3. They
organizing numbers this might think that 5/9 is
Fraction- We will introduce the idea of
way. They will also bigger than ⅔ simply
fractions as a way of expressing what lies
recognize places that they because the number 5
in between whole numbers. We will see if
we can elicit this term from our students if
have seen fractions and and 9 are bigger than 2
they have already been introduced to decimals, whether just in and 3. We will draw
students before, and if not we will their math classes, in other pictures to visually show
introduce the term to them. We will lead to classes (likely in science these fractions. We will
a group idea and definition of fractions to classes), or in their real lives also introduce the idea of
use throughout our lessons so we can all (prices, dividing cake and common denominators
agree and be on the same page. pies, etc). when drawing pictures.
Decimal- After discussing fractions, we
will discuss other ways to represent
numbers in between whole numbers. If our Students may also have
students cannot describe this using the term
misconceptions about
decimals, we will introduce the term to
decimals and think that
them and discuss how decimals are written.
We will also discuss how decimals and
the numbers after the dot
fractions can be converted between each is a whole number and
other and describe their relationships to not a fraction. We will
each other. discuss numbers over 10
and over 100.

Activity/Tasks
Beginning of class
engagement:​​ ​Warm-up
activity connecting to prior
knowledge, real-world,
and/or interdisciplinary
applications t​ hat increases
student interest​ in the
lesson.
What will you be doing?
In the beginning of class, we
will go over the qualities of a
number line that we learned
from the previous class. We
will refine our thoughts
together and talk about things
such as the consistency of
space in between the numbers
and the order of numbers
from low to high.
We will start asking them
what numbers we use if we
have values between 1 and 2
to assess their prior
knowledge.
What will the students be doing?​​ ​How will you differentiate?
Middle Level Struggling or Higher Achieving?
Middle level students will be able to Struggling students may be able to
list some or most of the qualities of remember few or none of the qualities of
number lines we discussed number lines previously discussed. They
previously. They may be able to may not conceptually understand that
understand that there are numbers there can be numbers between whole
between 1 and 2, but have trouble numbers, and may not have the
finding a way to express these vocabulary to describe these values.
numbers (using the words fraction or Higher achieving students will be able to
decimal). list nearly all features of number lines we
discussed previously. They will likely
understand how numbers can be between
whole numbers, and will have the
vocabulary necessary to describe these
numbers.
What assessing or advancing
questions will you ask?
What are some qualities of number
lines that we discussed last week?
What are some things you are
confused about number lines?
How should we space out the
numbers on our number lines?
Do our numbers need to be in a
specific order? How?
How can we express a number that’s
between 1 and 2? What would this
number look like?

Activity/Tasks What will you be doing?
Activity/Task 1 (explore): We will start the class by
How will the students be having a number line from 1
actively involved in to 10 with missing numbers.
understanding and We will ask the students what
applying the learning numbers are missing. We will
targets? have 1, 5, 6, 8 written out and
ask them to help up find 3, 7
and 10, so that by the end
there will still be numbers
missing but there will be a
space where the numbers 2,
4, and 9 should be. This will
help them see the consistency
in space.
We will then have another
number line from 1 to 2 with
10 little lines in between
them. With this number line,
we will introduce the ideas of
fractions.
What will the students be doing?​​ ​How will you differentiate?
Middle Level Struggling or Higher Achieving?
Middle level students will be able to Struggling students may have a difficult
recognize that values are missing, time finding which values are missing
and may find them accurately, but on the number line. They may still be
may have a difficult time confused about fractions existing
articulating their reasoning behind between whole numbers on a number
picking which numbers are missing. line.
They may now have the vocabulary
to express what the numbers Higher achieving students will be able to
between whole numbers are called. find the missing numbers and will be
able to explain their reasoning behind
their answers. They will now also have a
strong understanding of numbers
between whole numbers and will be able
to express that they are fractions.
What assessing or advancing
questions will you ask?
- What numbers do we see on our
number line? Are there numbers
missing?
- How can we find what numbers are
missing?
- Should they be halfway between the
two numbers we see?
- Which numbers can we agree are
missing?
- How can we look at the numbers in
between whole numbers?
- How many lines do we have written
between the numbers 1 and 2? What
do these lines represent?

Activity/Task 2
(sense-making):​​ ​How will
the task develop student
sense-making and
reasoning? What literacy
or higher-order cognitive
strategies will be
employed?
Fractions are part of a whole
and this will be shown
through pictures/pies. The
fractions that will be used
will be 1/2 and 2/4, 2/3 and
6/9, and 3/10 and 7/10. For
the first two sets of fractions,
we will discuss how they are
the same and for the last set
we will discuss which one is
more and why.
Each student will receive a
worksheet with 6 circles
(attached below) and we will
draw and color them them
together.
Middle level students might have
trouble seeing that 1/2 and 2/4 are
equivalent but they will quickly see
the connection after some guidance.
They will be able to find the
common denominator but it might
take them longer than high
achieving students.
Students who are struggling might not be
able to recognize that 1/2 and 2/4 are
equivalent due to a lack of prior
knowledge of multiplication/division.
There may also be an error in drawing.
High achieving students will understand
that fractions are a part of a whole and
can easily compare them by finding the
common denominator or by using
multiplication/division.
- How many “slices” of our circle do
we need to express this fraction?
- How can we look at the fractions
and see how many times we need to
divide our circle?
- How many slices do we need to
color in to represent these fractions?
- What do you notice about the first
two fractions? Do they look similar,
different?
- What do you notice about the
second two fractions?
- How can we manipulate our
fractions to see this relationship
without making pictures?
- What do you notice about the last
two fractions?
- Which one represents a bigger
fraction? Why?

Activity/Task 3 (extend):
How will the task require
student conjectures and
communication in a
collaborative structure that
promotes individual and
group responsibility for
quality work?
Student-led closure and
checking for understanding
of the learning target.
To wrap up our lesson, we
will have a discussion about
decimals. We will talk about
the relationship between
fractions and decimals and
how to get from one to the
other. Using the charts that
they have made, we will talk
about 5/10, 3/10 and 7/10.
As a challenge/exit slip, we
will ask them about the
fraction 4/10. We will ask
them to find other fractions
that are equivalent to this and
to convert it into a decimal.
As a challenge/exit slip, we
will ask them about the
fraction 4/10. We will ask
them to find other fractions
that are equivalent to this and
to convert it into a decimal.
Before they leave, we will
have a time of discussion to
go over everything that we
learned together. This is also
when we will use our “I used
to think… Now I know...”
strategy to assess our
students’ learning.
Middle level students will be able to
see the connection between fractions
and decimals but have trouble going
from one to another. They might see
that 1/2 and 0.5 are the same
because of the pictures that they
drew but have trouble understanding
why and/or how.
Middle level students will be able to
complete the task but might struggle
with explaining why/how.
Struggling students will have a hard time
connecting decimals and fractions. 1/2
can be found as 0.5 through division or
by 5/10. But students who are struggling
might have a hard time understanding the
concept.
Higher achieving students will be able to
convert fractions to decimals and vice
versa. Students will be able to see the
relationship and be able to add/subtract
and multiply/divide fractions and
decimals.
Struggling students would have a hard
time converting 4/10 into a decimal and
finding an equivalent fraction using
division.
High achieving students will be able to
complete the task and also be able to
explain why and how.
- How do we write decimals?
- Why do we use decimals?
- When do we use decimals?
- What do we when a fraction cannot
be written as a number over 10?
- Can we draw decimals?
- What did we learn today?
- Why are fractions and decimals
important?
- Let’s look at the fraction 4/10, can
you draw it on the back of your
papers?
- What’s another fraction that is the
same as 4/10?
- What is 4/10 as a decimal? How do
you know?
- What did we learn today?
- What are the qualities of a number
line?
- What are fractions? How are they
found?
-What are decimals? How are they
found?
-What did you think about number
lines/fractions/decimals before
today?
- How did your thinking change? Did
you add new information to what you
already knew?
  
Technology Tips
Materials Needed:
N/A
Pencil
Colored Pencils
Worksheet Below