©1997 Anne Arundel County Public Schools • 2540/17 • DPS/SG • MS Word 6.0 • Page 1

Instructional Lesson Plan Anne Arundel County Public Schools

Subject Mathematics Unit Focus Lesson 8

Lesson

Topic

Fractions on a Number Line Date 1/30/08 Grade 4 Class

Size

25

Teacher Laura Silverman School Brock Bridge Elementary School

Program Outcome(s)/

Goal(s)/Expectation(s)

1.0 Students will algebraically represent, model, analyze, or solve mathematical real-

world problems involving patterns or functional relationships.

Program Indicator(s) 4-1.C1a Represent mixed numbers and improper fractions on a number line

Student Outcome(s) Represent and identify fractions on a number line.

Context for Learning—(DOL 1)

Assessment of Student Needs—The students math levels have been assessed through past MSA data,

benchmarks, topic tests, checkpoint quizzes, and teacher observations. These formal and informal

assessments have determined the flexible groups that are pulled for small group intervention during a

portion of the math lesson. Students are also assessed daily through classwork and homework.

Student Grouping— Students are grouped in the classroom heterogeneously. Most students are

partnered up next to another student based on social interaction and academic performance. Pairings of

students consist of the following possibilities: above level with an on level, above level with a below

level, or and on level with a below level. I promote students helping one another and modeling for

each other appropriate behavior and academic work.

During instruction, the students are called to differentiated groups. These groups are flexible and

depend on each student’s understanding of the given skill being taught that day. Normally,

differentiation occurs in three groups. One group receives reteaching, one group receives more guided

assistance and one group completes work independently and is given enrichment assignments to build

their skills and challenge their academics. Both myself and the teacher’s aide in the room call groups

to help meet the needs of ever student.

Modifications to Instruction—There are three Special Education students in the classroom. These

students are given modified work assignments depending on their understanding of the concept being

taught and the stipulations of their IEPs. Also, each of these children are given buddies in the

classroom that they may work with to help with the reading of assignments and repeated explanation of

directions when the teacher is working with a group. The Special Educator has also been consulted to

help modify work assignments according to the students’ needs. For the Special Education students, all

but one receives scripted writing, verbatim reading of text, accommodated time, and repeated

directions. Although these are their accommodations, the students are encouraged to complete tasks on

their own when they are not being graded, so they learn to complete the tasks at a more independent

level. This has proven to increase my students’ level of independence and they are now taking more

responsibility for their own learning instead of relying on other like a crutch.

Posting Student Outcomes—The student outcomes are posted on the chalkboard in the front of the

classroom. The outcomes are referred to prior, during, and after the lesson. The students are

encouraged to constantly think about what the end results of the lesson are and how they will achieve

these goals. At the end of each lesson, the students give a thumbs up, thumbs down, or thumbs in the

©1997 Anne Arundel County Public Schools • 2540/17 • DPS/SG • MS Word 6.0 • Page 2

middle to represent their view on if the outcomes have been met. Then, there is a brief discussion

concerning their choices.

Relationship of this lesson to the unit—This lesson takes place on day 92 of instruction. At this point in

time, the students have learned how to identify fractions of a set and/or group. This is their first

exposure this year to number lines with fractions.

Availability/accessibility to suitable materials—All materials needed for the lesson are either in the

students’ desks or I have provided in containers at the center of each team. Additional supplies are

located on the front table in plastic tubs. Students know they may use any of these materials when

needed.

Technology—The teacher will be using a document camera to model instruction and have students

share their explanations and writing samples.

Methods to establish a positive learning environment—The classroom rules and PBIS rules have been

posted in several places throughout the room. The teacher will use the following classroom

management strategies throughout the lesson: proximity, non-verbal cues, verbal reminders, and

positive reinforcement.

In addition, bobcat bucks are available for students who are showing they are responsible, respectful,

and/or safe. These bucks are handed out at the teacher’s discretion.

Appropriate room/ area arrangement— The students are placed heterogeneously throughout the

classroom. The arrangement of the students’ desks provides all students with the ability to see the front

screen for modeled instruction and the teacher the opportunity to have easy access to students. The

students’ desks have been placed into groups so that students may work together to complete certain

tasks and assignments. Collaboration is promoted in this learning environment.

Instructional Delivery (DOL2)

Morning Work—As students arrive in the classroom, it is a part of the daily procedures to complete a

morning work assignment that reviews and spirals old instruction. Math class begins by the teacher

reviewing this morning work assignment with the students and answering any questions the students may

have.

Opening Activity/ Motivation— Students will receive a worksheet titled “Paper Talk.” They will discuss

the given word with their neighbor and then complete the web listing what prior and background

knowledge they already have concerning “fractions.” The students will then share their responses with

the class and the teacher will record responses using the document camera.

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Procedure

1. The teacher will have a student read the outcome to the group.

2. The teacher will discuss with the students what number lines and fractions are.

3. The teacher will pass out the “Fractions on a Number Line” worksheet to each student.

4. The teacher will ask the class to look at the first number line on the page and to determine what

fraction should be written for the fractional part. The teacher will give the students one minute to

discuss together.

5. Students will share their responses prior to being instructed and the teacher will determine and

explain the accuracy of the responses.

6. The teacher will model (using two colors) how to identify the numerator and denominator of a

fraction on a number line as the students follow using the crayons in the center of their teams.

(DOL 2)

7. The teacher will then allow students to work on identifying the remainder of the fractional parts for

the rest of the number lines on this side of the worksheet (using the crayons).

8. The teacher will have students come up to the front to explain how they arrived at their answers by

showing their work on the paper under the document camera.

9. The teacher will direct students to turn to the other side of the worksheet and will model (still using

crayons) how to simply identify a fraction (represented by a symbol) on a number line.

10. Students will work on the remainder of the examples and share their responses as the teacher records

responses.

11. The teacher will pass out “Record Sheets” and review the procedures for “pass the problem.” The

students will work in teams to solve the problem given to them and record their responses on the

“Record Sheet.” The teacher and teacher’s aide will walk around to help guide learning and answer

questions. (DOL3)

12. Once all of the problems have reached every group, each group will explain how they answered one

of the problems to the class. The other students will check their responses to make sure they have

answered the problem correctly. The teacher will record answers on the document camera.

13. The teacher will pass out to each team a poster with a problem on it. The team will work together to

solve the problem and write out how they got their answer.

14. The teacher will pass out a paper with each of the “Poster Problems” on it. Each group will come up

to the front and present their problem, and the steps they took to solve the problem. The rest of the

class watching the group present will record the work that the group is teaching on their worksheet.

15. The teacher will pass out the “What Do You Think” worksheet. Students will discuss the situation

given and how their opinion of it. Each child will record their answer. Then, the class will discuss

their responses orally with the class. (DOL 3,4,5)

16. Based on the students’ performances in class and past knowledge of student levels of understanding,

the teacher will break the class into three groups. One group will go to the back table with the

teacher aide to be retaught skills and complete a modified assignment together. The second group

will meet at the front of the room by the chalkboard with the teacher to work on an assignment with

guided practice and some modeling. The third group will remain at their seats (and/or possibly work

together) to complete a regular and enrichment assignment.

17. The teacher will distribute an exit ticket to assess the students’ understanding of the lesson and

concepts learned. (DOL 3)

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Assessment/Evaluation—(DOL 3 and 4)

Verbal responses from the students during modeled and guided instruction

Group discussions

Classwork and homework

Exit Ticket

Checkpoint Quizes

Topic Tests

County Benchmarks

Spiraled morning work assignments

Closure—(DOL 5)

18. The teacher and students will refer back to the outcome. Students will give a thumbs up, thumbs down,

or thumb in the middle to self assess the outcome and justify their decisions by giving examples from the

lesson to support their response.

The students will be completing an exit ticket at the end of class to assess their understanding of

the math concept. Student performance in class and this exit ticket will determine who needs to

be pulled to reteach the skill at a later time.

Any parts of the lesson not reached will be continued when the students return from Cultural

Arts as the time allotted for math instruction has been extended.