USF Elementary Education Lesson Plan Template (S 2014)
Dennes__________________
Grade Level Being Taught: Subject/Content:
3rd Math/Fractions
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
Name: __Breanna
Group Date of Lesson: January 26,
Size: 6 or 2017
7
Lesson Content
MAFS.3.NF.1.2: Understand a fraction as a number on the number line; represent
fractions on a number line diagram.
a) Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1
as the whole and partitioning it into b equal parts. Recognize that each part has size
1/b and that the endpoint of the part based at 0 locates the number 1/b on the
number line.
b) Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from
0. Recognize that the resulting interval has size a/b and that its endpoint locates the
number a/b on the number line.
MAFS.3.NF.1.1: Understand a fraction 1/b as the quantity formed by 1 part when
a whole is partitioned into b equal parts; understand a fraction a/b as the quantity
formed by a parts of size 1/b.
Given a partially filled out number line, the student will be able to place a given
fraction in its correct place on said number line.
Given a fraction, students will be able to understand that each part is a piece of
the whole while still equaling just a piece (i.e. is part of 4/4 while still being
itself.)
Given a blank number line, students will be able to fill out number line, including
0/b and b/b, all while placing a fraction a/b in its correct location.
Given a fraction, students will be able to understand that a fraction a/b is part of a
whole. 0
USF Elementary Education Lesson Plan Template (S 2014) Name: __Breanna
Dennes__________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson: January 26,
3rd Math/Fractions Size: 6 or 2017
7

yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

Evaluation Plan- How will For formative evidence, I will have a worksheet that needs to be completed by the end
you know students have of our time together. For summative evidence, I will pay attention to the students, and
mastered your objectives? help walk them through problems they might be struggling with, to see where everyone
is in this and future lessons.
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

Lesson Implementation
Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use
(What exactly do you plan to 12:O responsibl whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be O e (Teacher For example, in science, you would detail the 5 Es here
thorough. Act as if you needed 12:05 or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the 12:07 Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) 12:10 Evaluation).
-Teacher
Where applicable, be sure to -Students
address the following: -Teacher I will call my group to our work area. I will have individual
How will materials be -Students/ baggies with the manipulatives they will be using. At the
distributed? Teacher same time, my CT will be calling other groups to work on
USF Elementary Education Lesson Plan Template (S 2014)
Dennes__________________
Grade Level Being Taught: Subject/Content:
3rd Math/Fractions
How will students
transition between
activities?
What will you as the
teacher do?
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?
What model of co-teaching
are you using?
Meeting your students
needs as people and as
learners
Differentiationbased on
the needs of your students
how will you take
individual and group
learning differences into
account.
Relevant Psychological
Theories and research
taken in consideration
when planning this lesson
Name: __Breanna
Group Date of Lesson: January 26,
Size: 6 or 2017
7
different things during math time.
Students will bring their pencils and grab a clipboard if we are
on the carpet. I will pass out the worksheets.
We will start by going over the worksheet, and I will go over a
problem or two with them to see if the students need my
individual help.
If students need individual help, I will help them one on one. If
the whole group needs to be walked through the steps, then
we will work through more of the problems together. Whoever
needs help will receive it. I might call on a few students to
help share their answer.
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
If my students are interested in math, then this will spike their interests. I am
also going to be using their names or the names of their classmates in the
problems I make, making it more relatable.
Some students are shyer than others, so I will make sure to not embarrass
those students. I will also pay attention to how the group is handling each
problem. If they need step-by-step guidelines I will help them, but if they seem
to be getting it I will let them take a few on their own to gauge their
understanding and confidence.
N/A
USF Elementary Education Lesson Plan Template (S 2014) Name: __Breanna
Dennes__________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson: January 26,
3rd Math/Fractions Size: 6 or 2017
7