USF Elementary Education Lesson Plan Template Name: Anna Bunyak

Grade Level Being Taught: 3rd Subject/Content: Math Group Size: Date of Lesson: 3-2-23
Whole Group

Part 1: Lesson Content

Title of Lesson
10.5 Number line: Representing Fractions Less than 1

Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students? The
people and as learners lesson includes a math song that is catchy and upbeat. I believe the students will enjoy this song and the
(supervisors) visuals as well as lyrics will help them understand the concept better.

How does this lesson connect to/reflect the local community?

What Standards (national or

state) relate to this lesson? MA.3.FR.2.1- Plot, order and compare fractional numbers with the same numerator or the same
(You should include ALL applicable denominator.
standards.)
MA.3.FR.1.3- Read and write fractions, including fractions greater than one, using standard form,
numeral-word form and word form.

Understanding the standards Trace the standard to the previous grade level. What have students already learned or been
over time exposed to related to this standard?
(CPALMS/instructional planning
course) MA.NSO.1.1- Read and write numbers from 0 to 1000 using standard form, expanded form and word
form.

Trace the standard to the next grade level. What will students learn next related to this standard?

MA.4.FR.1.1 Model and express a fraction, including mixed numbers and fractions greater than one, with
the denominator 10 as an equivalent fraction with the denominator 100.

What misconceptions might

students have about this Students can confuse that when numerators are the same in fractions, larger denominators represent
USF Elementary Education Lesson Plan Template Name: Anna Bunyak
Grade Level Being Taught: 3rd Subject/Content: Math Group Size: Date of Lesson: 3-2-23
Whole Group

content? (talk to your CT) smaller pieces, and smaller denominators represent larger pieces.

Objectives- What students will Some examples:

know or be able to do after the --Students will be able to accurately (measure- how well) differentiate (action- how) between potential
instruction – the learning and kinetic energy (content- what). 
outcomes --Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
Content (WHAT students are reasonable (measure- how well) prediction (also part of the action) for how the main character will
learning- look to the standard) respond to a challenge in the second half (content- what).
Action (HOW students will show it- -------------------------------------------------------------------------------------------------------------------------------------
there might be clues in the
standard)
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
need to be a percentage.) SWBAT: Represent fractions less than 1 on a number line.

(connect back to 4504/CT

Support/reinforced in
instructional planning)

Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called
for in the standard? Understanding factual knowledge
Which level(s) of thinking is/are called for in your objective? Understanding factual knowledge
Why did you choose this level(s) of thinking? Students must plot/represent/list fractions less than 1
on a number line. To do this they must understand the visual number line and how fractions relate to it.

Assessment Plan- How will you Describe your assessment plan:

know students have mastered Exit Ticket problems #6 and #8 (pg. 475) Envisions math book.
USF Elementary Education Lesson Plan Template Name: Anna Bunyak
Grade Level Being Taught: 3rd Subject/Content: Math Group Size: Date of Lesson: 3-2-23
Whole Group

your objectives?
How does it align with your objective?
These problems ask students represent fractions less than 1 on a number line.

Is your assessment formative or summative? Why did you make that assessment decision?
Formative- this is new information the students will be learning. The assessment is formative so I can
check their understanding and determine if they’ll need more time to master the objective.

Assessment Scoring/Rubric
What are the criteria for how you This is an informal formative assessment so it is not graded. I will ‘check’ students work whenever they
will assess student show me their completed work for the exit ticket problems.
learning/student work? If you’re
using a rubric, include your rubric
here.
Part 2: Lesson Implementation
Management & Environment ● How will you arrange yourself and the students (location in the classroom, seating)? I will
(integrated throughout your be seated at the front of the board by the table that the elmo is on. Students will come to the
step-by-step plan): carpet to watch the video and stay on the carpet to watch me go over the anchor chart. Then
students will return to their desks to get their math books and a pencil. Students in the front row
stay at their desks, students in the back come to the carpet again.

● What processes & procedures will you use? How and when will you communicate those to
students? Before students enter the classroom I will tell them the expectations. Expectations will
be clearly communicated before each transition from carpet to desks. The expectation is that
students complete the transition quickly and quietly.

● What expectations will you have for the students? How and when will you communicate
those to students? I expect the students to complete the transitions quickly and quietly. I expect
students to sit on the carpet and watch me model how to solve problems. I expect students to
USF Elementary Education Lesson Plan Template Name: Anna Bunyak
Grade Level Being Taught: 3rd Subject/Content: Math Group Size: Date of Lesson: 3-2-23
Whole Group

raise their hand and volunteer to share their thinking/answers. I expect that students will be
seated listening and being respectful.

● What strategies will you use if students do not meet your expectations? Are there specific
students who require a more extensive management plan? What will that consist of? If
students do not meet my expectation of listening and being respectful they will receive verbal
reminders (K.W, K.W1, A.C). If students are not meeting my expectation of volunteering to help
solve/answer problems I will use a randomizer on class dojo to pick someone to share their
thinking.

● What will students do if they complete the task quickly? Students will work on the next page
in their Envisions Math Book

Materials
(What materials will you use? Why Envisions Mathematics 3rd grade Lesson 10.5 Teachers Version
did you choose these materials? Envisions Mathematics Lesson 10.5 Student Books
Include any resources you used. CT conferences
This can also include people!) Anchor Chart (pre-made)
Anchor Chart Paper
Markers (for anchor chart)
Sticky Notes
Video- https://www.youtube.com/watch?v=SZaXtOHNh6s
USF Elementary Education Lesson Plan Template Name: Anna Bunyak
Grade Level Being Taught: 3rd Subject/Content: Math Group Size: Date of Lesson: 3-2-23
Whole Group

Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:
(adapting instruction to meet the
needs of individual students or Process Product Content Readiness Interest Learner Profile
groups of students)
Describe what/how you will differentiate:

Process- whole group and independent work

Content- Anchor Chart that includes visuals to help students think about solving. Math song/video
provides additional visual support and will appeal to auditory learners.
Learner Profile- visual learners will benefit from the number line anchor chart and the visuals in the
math song. Auditory learners will benefit from hearing the math song.

Which specific students will benefit, and why?

The differentiated processes provide students with guidance/modeling so they are better able to solve
the problems. My students that struggle with finding entrance points for problem solving will benefit
from this because they are able to see solving strategies being modeled.
The whole group will benefit from having the visual of number line anchor chart as well as the math
song. I believe the math song will provide a good start for the lesson. It should engage students and
provide them with some background knowledge of the number line and how fractions relate to it. They
will then see me applying what they saw and heard in the video.
Differentiating Instruction How will you adapt this lesson to meet the needs of individual students or groups of students?
(adapting instruction to meet the (content? materials? level of support? pace? etc.). Make connections to your student asset profile.
needs of individual students or
groups of students) Some students will need additional support. These students will stay on that carpet at the front of the
room with me and I may have to model solving extra problems. These students will benefit from
watching me model how to solve more example problems on an anchor chart at the front of the room.

Accommodations What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies)
accommodation? List individual ● Pre-Production Level: Using the anchor chart that includes visual of the number line as well as
students (initials), and then explain the math song that includes visuals and repetition of important words. Modeling a math think
the accommodation(s) you will aloud using math language and repetition will also be helpful.
implement for these unique ● Early Production Level: Using the anchor chart that includes visual of the number line as well as
USF Elementary Education Lesson Plan Template Name: Anna Bunyak
Grade Level Being Taught: 3rd Subject/Content: Math Group Size: Date of Lesson: 3-2-23
Whole Group

learners.) the math song that includes visuals and repetition of important words. Modeling a math think
aloud using math language and repetition will also be helpful.
*If you don’t have students who ● Speech Emergence Level: Using the anchor chart that includes visual of the number line as well as
require these accommodations, the math song that includes visuals and repetition of important words. Modeling a math think
describe what you WOULD do if aloud using math language and repetition will also be helpful.
you did have these students. ● Intermediate Fluency Level: Using the anchor chart that includes visual of the number line as well
as the math song that includes visuals and repetition of important words. Modeling a math think
aloud using math language and repetition will also be helpful.
What accommodations will you make for students who have an IEP or 504 plan?
Students with 504s and IEPs will need additional reminders to stay on task as well as one-on-one
guidance and help to solve practice problems.

What accommodations will you make for students identified as gifted and have an EP (education
plan)? NA

References (Planning of Envisions Mathematics 3rd

instruction should be guided by CT Counseling
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)

Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? Mathematics
teaching this lesson? Be thorough. 2. What is the expected lesson structure for a lesson taught within this content area? In other
Act as if you needed a substitute to words, what lesson structure is appropriate for teaching within this content area? (5Es;
carry out the lesson for you.) guided/gradual release/etc.) Guided Release
Where applicable, be sure to
address the following:
◻ What Higher Order Thinking 3. Step-by-step plan:
(H.O.T.) questions will you ask? Time: Action Steps:
USF Elementary Education Lesson Plan Template Name: Anna Bunyak
Grade Level Being Taught: 3rd Subject/Content: Math Group Size: Date of Lesson: 3-2-23
Whole Group

◻ How will materials be

distributed? Call students to the carpet with nothing.
◻ Who will work together in
groups and how will you Show Video: start at 00:10
determine the grouping? https://www.youtube.com/watch?v=SZaXtOHNh6s
◻ How will students transition
between activities? Introduce Anchor Chart/ Reinforce concept
◻ What will you as the teacher
do?
◻ What will you as the teacher
say?
◻ What will the students do?
◻ What student data will be
collected during each phase?
◻ What are other adults in the
room doing? How are they
supporting students’ learning?

Model: 10 mins
USF Elementary Education Lesson Plan Template Name: Anna Bunyak
Grade Level Being Taught: 3rd Subject/Content: Math Group Size: Date of Lesson: 3-2-23
Whole Group

Solve and Share (pg. 473)

Explain that we will see fractions and number lines in word problems and it can be helpful to draw a
picture to go with our number line.
Follow the same steps in the video
First divide the line into however many equal parts the denominator (remind students the denominator
is the one on the bottom- denominator, look down number on the bottom) tells us.
Then label the lines/points.
Reinforce counting the spaces not the lines/points.
Model problems 2 and 3 pg. 475

Cooperative Learning: 10 mins

Tell students to go back to their desks and get out math book and pencil (front row stays at desk; back
row comes to carpet).
Tell students to go to page number 475, they will be looking at #5 and #7. Write numbers under elmo or
on the board.
Start with problem #5.
Use pick-me sticks to engage students/select ones to share
#5 and #7 (pg. 475)

Exit Ticket: 10 mins

Write exit ticket on the board/sticky note under the elmo.
Send students back to their seats and instruct them to complete the exit ticket. Students give thumbs up
when problems are complete. Check answers. Encourage productive struggle.
#6 and #8 (pg. 475)