IECE 460/ECED 544 LESSON PLAN

JMU Inclusive Early Childhood

Education Program

Jesse Cunningham and Amanda Cummings

Lisa Morris and Kari Miller Cub Run Elementary
Date and time lesson is to be presented
Date written plan is submitted to the practicum teacher
(Plan must be initialed and dated by the teacher when it is reviewedat least one day in
advance.)

A. LESSON TITLE: 3rd Grade Fractions Review Lesson

B. CONTEXT OF LESSON
The Virginia SOLs will be approaching soon and the teacher asked us to do a
review topic for the math portion of the test. They have been working on
fractions and the teacher said that this is an area that needs some support.
The students have had difficulty adding fractions and placing them on a
number line. Equivalence of fractions has also been an area they struggle in.
This lesson is appropriate because it will review content on fractions for the
Virginia SOLs and it will also provide them with more support on a topic they
have struggled with in the past.
Vertical planning: This lesson fits in with the students learning progression
because in 2nd grade, the students identified parts of a region that
represented fractions for halves, thirds, fourths, sixths, eights, and tenths.
They also began to write fractions and compare the different units (SOL 2.3).
In the future, in 4th grade, the students will compare and order fractions and
mixed numbers and will be required to represent equivalent fractions (4.2).
In addition to prior and subsequent standards, this is being reviewed at the
end of the school year, which will help prepare the students for the SOL test.
Horizontal planning: In the beginning of the year, the focus on fractions was
on writing them and working on understanding their part-whole relationship.
As the year progressed, the students began to compare these numbers and
order them based on size and ordinality. Completing this lesson as a review

will require the students to recall prior information on fractions and extend
their understanding of fractions.
This lesson fits in with what we know about child development because
research shows that they are developmentally ready for fractions at this
point.
The Curriculum Focal Points (National Council of Teachers of Mathematics,
2006) and the Common Core State Standards (CCSSO, 2010) recommend
that formal instruction on fraction concepts begin in third grade (Van de
Walle & Lovin, 251).
Fractions are constantly identified as a struggle for students in mathematical
learning. Doing this lesson will help build a strong foundation for future
fractional learning.
C. STANDARDS - VA SOLs and/or CCSS
SOLs Math
3.3 The student will
c) compare fractions having like and unlike denominators, using words
and symbols
(>, <, )
Cross Curricular
SOLs English3.6 The student will continue to read and demonstrate comprehension
of the nonfiction texts.
e) draw conclusions based on the text
g) identify the main idea
Processes/Practice Standards
Problem solving instruction should be integrated throughout math
instruction. Problem solving is a necessary mathematical skill and
should be incorporated in early math instruction. In this lesson,
students will use problem-solving skills and reasoning to solve fraction
problems and compare the relationships between fractional quantities.

D. LEARNING OBJECTIVES
Understand what are
the broad
generalizations/concept
s the students should

Know what are

the tools,
vocabulary,
symbols, etc. the

Do what are the

specific thinking
behaviors/procedures
students will be able to

begin to develop?
U1. Fractions are
numbers. They indicate
a quantity and can be
compared with other
quantities, such as on a
number line using
benchmarks.
U2. Fractional parts are
equal shares or equalsized portions of a whole
or unit. These wholes or
units can be placed on a
number line to represent
distance.

students will gain

through this lesson?

do through this lesson?

Vocabulary:
K1 Number-line
K2 Part-Whole
K3 Greater than
K4 Less than
K5 Numerator
K6 Denominator
K7 Mixed Number
K8 Benchmark (, ,

D1 Place and locate

fractions and numbers
in order on a number
line.
D2 Identify equivalent
and inequivalent
fractions.
D3 Compare fraction
quantities on a number
line and using >, <,
and = symbols.
D4. Identify main idea
of a text.
D5. Make
conclusions/assumptio
ns based off of
information given.

,1)

K9 Improper
Fraction
K10 Number Line

[KT1]

E. ASSESSING LEARNING
Since the lesson is station based, assessment of student learning will be
done through observation checklists and collecting student work at the end.
The checklist provides a simple way to mark the objectives as the teacher
moves around the room observing. The students will be moving around the
room and so will the teacher to observe every student, so it needs to be
something that is easy to see and then check off in order to meet every
student and every objective. Any student work will be collected in order to
identify strategies used and possible misconceptions that might have been
missed during observation.
Objective
Make sure to include
every UKD.

Assessment Tool
What documentation
will you have for each
student? Student work,
observation, exit slip,
etc.

Data Collected
What will your students
do and say, specifically,
that indicate each
student has achieved
your objectives?

U1. Fractions are

numbers. They indicate

a quantity and can be
compared with other
quantities, such as on
a
number line using
benchmarks.
D3 Compare fraction
quantities on a number
line and using >, <,
and = symbols.
K1
K2
K3
K4
K5
K6
K7
K8

Observation checklist During the fractions

with each students
war a check will be
name and a spot for
given to the students if
additional notes.
they are
Collect student work Accurately comparing
(Cut Them Up sheets
fractions, fractions are
and Fractions War
numbers that can be
sheets)
compared as quantities
using symbols.

Number-line
Part-Whole
Greater than
Less than
Numerator
Denominator
Mixed Number
Benchmark (, ,

,1)

K9 Improper Fraction
K10 Number Line
U2. Fractional parts
are equal shares or
equal-sized portions of
a whole or unit. These
wholes or units can be
placed on a number
line to represent
distance.
D1 Place and locate
fractions and numbers
in order on a number
line.
D2 Identify equivalent
and inequivalent
fractions.

Observation checklist During the number

with each students
line activity, the check
name and a spot for
will be given if they
Place the numbers on a
additional notes.
Take a picture of the
number line, using the
number line
numbers on the
number line to
represent distance
Place fractions that are
equivalent in the same
place
During the cut it up
activity, the check will
be given if the students
are
Accurately showing how

fractions can be
equivalent
U3. Texts have a main
idea. Understanding
the main idea helps
solve math problems.
U4. Conclusions and
assumptions can be
made based off of
provided information.
D4. Identify main idea
of a text.
D5. Make
conclusions/assumptio
ns based off of
information given.

Observation checklist During the cut it up

with each students
activity, the check will
name and a spot for
be given if the students
additional notes.
are
Collect student work Identifying the main
(Cut Them Up sheets)
idea from the word
problems
Use information
included in problem to
draw conclusions about
what information is
needed to solve the
problem

F. MATERIALS NEEDED
Long 4 ft timeline
Post-its
Pencils
Fractional pictures
Fractional war deck of cards
Cards with the symbols >,<, and =
Fraction strips
Word problems for Cut Them Up
Fraction manipulatives
Pizza fraction stips
Pizza solution fraction cards

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(Student will provide)
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(Student will provide)
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(Cooperating teacher has)
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(I will provide)

G1. ANTICIPATION OF STUDENTS MATHEMATICAL RESPONSES TO

THE TASK(S) POSED IN THE PROCEDURE PORTION OF THE LESSON
Number line Station
There will be a big number line on the floor, 4 feet long. The number line will
have numbers on it, with the appropriate benchmarks in between each whole
number(, , and ). The students will be given a variety of pictures that

represent fractions. They will have to identify the fraction and place it on the
number line in the correct spot. The students should have at least 10
pictures or fractional representation cards per student in order to ensure that
the students dont finish too early. The students should also have fraction
cards that represent the same thing, such as and 2/4.
One strategy that the students could use that would be valid is to label the
fraction pictures with post-its, and then use their fraction strips to compare
fractions if they are not sure where they go on the number line. One way that
the students could make mistakes is by incorrectly identifying the fraction
from the picture, and that could lead to a wrong misplacement on the
numberline. Another way that the students could make a mistake is through
not noting the whole number first, and placing them all between 0-1.
Fractions War
The students will work in pairs in this station, or small groups of three if there
is an odd number. The students will each be given a stack of cards with
fractions on them. The pair will each flip a card from their deck. Then they
will have to decide which symbol to put in the middle, on their record sheet,
where they will record their fractions. The student with the bigger fraction
gets to keep the card, if its equal its a draw. Then the student with the most
cards wins.
One strategy that the students could use to figure out the answer is to use
their fraction strips to see which one is larger/smaller. One misconception
that the students might run into is that if the numerator is larger, the overall
fraction will be larger. They should refer to their fraction strips to compare in
this situation.
Cut Them Up Again
The students will work in a small group at this station. The students will be
given two sharing story problems for which they will be expected to partition
the objects in multiple ways. For example, 4 children share 10 brownies so
that each one will get the same amount. How much will each child get? Tell
the students that their task is to find at least two different ways to share the
objects. Have students share among themselves the different ways to
partition the objects. Then challenge them to determine if the different ways
result in each child getting a different or equal amount of brownie. Word
problems included below. Give each student just one word problem and
provide multiple different kinds of manipulatives.
Some students will use trial and error, while others will be more systematic
using fraction pictures or fraction manipulatives. Possible strategies would be

to use fraction manipulatives to divide the objects among the number of

children. Students may also draw pictures to show the partitioning of objects.
Possible mistakes might be incorrectly partitioning the objects among the
number of students, resulting in the incorrect solution. The student may also
struggle with finding another way to share the objects.
Cut Them Up Word Problems:
On Monday, 4 children share 10 brownies so that each one will get the same
amount. How much brownie will each child get? On Tuesday, 5 children
share 10 brownies so that each one will get the same amount. Did each child
get more brownie on Monday or Tuesday?
There are 10 cookies in one package. There are 5 students. How many
cookies does each student get? What part of the whole package did each
student get? Is this part of the whole greater than, equal to, or less than ?
The apple orchard has 24 apples for sale. 6 customers go to the orchard and
purchase the same amount of apples. How many apples does each customer
buy? What part of the whole apple orchard sale does each customer buy? Is
this part of the whole greater than, equal to, or less than ?
For Sarahs birthday, she brought in 20 donuts for her class. There are 5 total
people in Sarahs class. How many donuts does each student get? What part
of the whole donuts total does each student get? On Emilys birthday, she
brought 10 donuts to class. There are 5 total people in Emilys class. How
many donuts does each student get? Is this amount of donuts each student
gets greater than, equal to, or less than the amount as on Sarahs birthday.

Pizza Fraction Matching Game

The students will work in pairs to complete this activity. They will play the
Memory game, but with pizza fraction cards. The students job is to find a
card that has an equivalent fraction that matches their card. For example, a
student may pick up a card with of the pizza shaded and then pick up a
card with 2/4 of the pizza shaded. The student would need to recognize that
those cards match. After finding a match, the students would continue until
all the cards are gone.
Possible strategies the students could use may be picture drawings to
compare the two fractions. The students may place the cards on top of each
other or next to each other to compare the similarities and sizes of the
shaded pizza cards.
Possible mistakes might be not recognizing that smaller fraction pieces be
equivalent to larger fraction pieces. For example, recognizing that 2/4 and
1/2 are equivalent.
How can I represent?

 The students will have to color in different area representations of a

designated number, such as 1/4 . They will then be asked to compare it to a
partners, based on their representations. Is your fraction greater than, less
than, or equal to your partners?

This will be if the students finish early at another station

One possible strategy to figure this out is for students to count the squares.
If there were 8 squares, the student could block off 4, color in 1, and then do
the next 4 and color in 1 until they had two squares colors.
One mistake is that the students could only color in 1 square no matter one
since the numerator says 1.

G2

PROCEDURE

Proced
Before:
ure Introduce todays objective to the students and explain
that we are going to do around the room stations to
complete this objective. To start getting ready for the day,
they will have a turn-to.
Turn-To: Have the students turn to a partner at their table
groups and talk about what the meaning of a fraction is
and how to figure out how large a fraction is in comparison
to another one if they dont know. Ask them to discuss
specific questions: What is the meaning of a fraction? How
do you know if two fractions are equivalent? What symbols
do you use to compare fractions? How can you represent
fractions? They should all be talking about fractions only,
and everyone should get a chance to say something. After
talking with a partner the class should come back together
and share their ideas. Review the answers to the questions
you asked before the turn-to (above). The students ideas
and thoughts will be written on the whiteboard. These
ideas will remain on the whiteboard until the end of the

lesson, allowing the students to compare their prior

conceptions to post conceptions after instruction.
Explain the 4 stations for the day. They are: the Number
Line station, Cut Them Up, the Pizza Matching Fractions
game and Fractions War. Explain how each station works,
showing examples and also how to properly handle
materials and behave at each station. Clarify any
questions they may have now. Explain that if they finish at
any station before the 10 minutes to come up and get the
How can I represent worksheet and work on it with their
partner until time is up.
Allow them to pick a partner, and then group the partners
up into 4 equal (or almost equal) groups. Assign them a
station to go first, and tell the student they will have about
10 minutes at each station. Let them know that at the end
of the 10 minutes you will clap three times, signaling to
them to switch stations.
Explain that after all groups have gone through the
stations, the class will gather to share ideas and strategies.
During:
Let the students go to their stations and begin, and watch
the clock or set a timer for 10 minutes.
Circulate the room and observe student work, listen for
their methods and strategies. Record information and
strategies based off of students responses. Have some of
the students explain further if you cant figure it out...

Fractions War:
How did you know this one was larger?
How did you know what symbol to use?
Can you tell me how you figured it out?
Number Line:
Is there another way you could have figured it out?
How did you know where to begin?
Do those mean the same thing? (pointing to equivalent
fractions)
Cut Them Up Again:
How could you represent this problem?
What is another way you could solve this problem?

 How are these similar/different?

Pizza Fraction Matching Game
How are these cards similar/different?
How do you know the cards are equal?
Use the observation chart to assess students thinking as
you circulate the room (attached), checking off if they are
demonstrating the correct skills from the assessment part,
and write down any strategies you might see.
Make sure every student understands the directions and is
on task as your circulate. If assistance is needed, support
students by asking questions such as, Where did you get
stuck? What do you already know about the problem?
Is there anything on the board that we talked about that
could help you solve the problem? Suggest having the
student use another strategy if the student gets stuck.
Have fraction strips available at each station.
Challenge the students who may be done first by having
them find a 3rd way they could have completed the
problem. Ask them if there are any rules they have come
up with that have helped them solve the problems, and if
not challenge them to try and make one.
Collect students work as they change stations
After:
Call the students together for a full class discussion.
Explain the expectations for a class discussion, that the
person speaking speaks loud enough for everyone to hear,
and everyone else listens carefully. Ask their thoughts on
the activities and which ones they enjoyed and which ones
they didnt and why. Actively listen.
Then, have the students share different strategies they
used to figure out the problems. Based off of the
recordings on our observation chart, select certain
students to share their different strategies on how they
solved the problems (manipulatives, visuals, equations,
etc). Choose a variety of different strategies. Ask those
students to share.
Ask for a specific strategy during one of the games. How
did you figure out the Fractions War?

 As the children draw similar conclusions,, ask for students

to try and connect their strategy to the one before it.
If she did it this way, did anyone do it a way that is similar
but a little different or builds off of what she did? or What
did you do differently, and why?
These responses can be written on the whiteboard for
students to visually see and compare.
Have the students do another turn-to and have them
discuss the main idea of the activities today. Then, have
some partners share out with the class their thoughts. If
anyone disagrees, have them state why and ask, What
made you think that? or What did you do today that
helped you get to this thinking? Students responses
should be recorded on the board next to the Before
questions, allowing the class to compare their Before and
After thinking and conceptions.
Wrap things up and end with any final questions, repeat
the main idea

H. DIFFERENTIATION

Content

Interest

Readiness

Process
They will be able
to choose
someone they
would like to work
with.

Product

I. WHAT COULD GO WRONG WITH THESE LESSONS AND WHAT WILL

YOU DO ABOUT IT?
The students could have trouble picking just one person they would like to
work with in pairs, sometimes the students will make picking a partner a big
deal. In that case, you can have them pick small groups or let them pick
another partner pair they would like to have in their group.
The students could have trouble activating prior knowledge of fractions in
the beginning since it is a review lesson. In that case, they might need more
probing questions or might need to pull out their fraction strips for support.
Since it is a review lesson, some students might need more support in the
beginning if they have forgotten information. In that case, spend more time
supporting the students than observing and recording, and write those
questions down in the observation boxes.
The students may have difficulty remembering the directions for each station
and need assistance and further explanation. Have printed out directions at
each station available.

Observation Checklist
Name:
idea:

Comparing:

Ordering/Distance:

Main