EDUC 335: Number Talks - Lesson Plan Template

Name(s): Jessica Taboada

Date: 3/24/2017
Common Core Standards Addressed (Content & Math Practices)
Content Standard(s) with Rationale: CCSS.MATH.PRACTICE.MP1
Make sense of problems and persevere in solving them.

CCSS.MATH.CONTENT.3.NF.A.3.D CCSS.MATH.PRACTICE.MP3
Compare two fractions with the same numerator or the Construct viable arguments and critique the reasoning of
same denominator by reasoning about their size. others.
Recognize that comparisons are valid only when the two
fractions refer to the same whole. Record the results of
comparisons with the symbols >, =, or <, and justify the
conclusions, e.g., by using a visual fraction model. The reason I selected these two math practices is
because the fractions I chose for this number talk are
CCSS.MATH.CONTENT.4.NF.A.2 meant to be increasingly challenging and require
Compare two fractions with different numerators and
more thinking. I chose the first math practice because
different denominators, e.g., by creating common
denominators or numerators, or by comparing to a most of the fraction sets have different denominators
benchmark fraction such as 1/2. Recognize that and require the students to find a common
comparisons are valid only when the two fractions refer to denominator. This requires more in depth thinking
the same whole. Record the results of comparisons with and reasoning to decide which fraction is closer to 1.
symbols >, =, or <, and justify the conclusions, e.g., by I chose the third math practice because throughout
using a visual fraction model. the number talk students will need to explain their
strategies and support them while also listening to
I chose these two standards because they align with others. I want the students to be able to help and
the goal of my number talk. The first standard aligns critique each other in a positive way to help foster
with my first problem set because they have the same understanding.
denominator. Also, my goal states that “Students will
use strategies to help them recognize that
comparisons are only valid when the two fractions
refer to the same whole” which is also stated in this
standard. I chose the second standard because the rest
of my number sets require the students to work with
different types of fraction and create common
denominators.

Number Talk - Task/Problem Set Learning Goal (Big Idea that you want students to understand)

Which fraction is closer to 1? Students will compare two fractions with different
numerators and denominators to determine which is closer
4/6 or 2/6? to one. Students will recognize that comparisons are only
1/2 or 2/3? valid when the two fractions refer to the same whole.
6/4 or 3/8?
3/4 or 7/10? (exit ticket)
Anticipated Strategies, Representations, & Possible Misconceptions Questions & Talk Moves

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EDUC 335: Number Talks - Lesson Plan Template
4/6 or 2/6?

Wait time: give a few minutes for students

to think of solutions and strategies

Restate: “Can anyone else tell me why

________ said that 4/6 is closer to 1?

Add-on: “Can anyone ad on to what _____

said about why they chose to simplify?”

Misconception question:

Question to ask: “so _______ said that

because 2/6 has a numerator of 2 and 2 is
closer to 1 than 4 is that 2/6 is closer to 1.
Can anyone else add onto this or help
explain why _______ said this?”

1/2 or 2/3?

Wait time: give students time to think of

strategies

Question: “Why did you chose the common

denominator of 6?”

Restate: “Can anyone else explain

_______’s strategy? How did they get that
common denominator?

Question: “why is a fraction strip helpful?”

Misconceptions questions:

Question to ask: “_____ chose to show a

fraction strip, can anyone add on to how
they drew the fraction strips and maybe a
different way to draw it?”

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EDUC 335: Number Talks - Lesson Plan Template

6/4 or 3/8?

Wait time: give students some time to think

of strategies?

Question: “How did you get that common

denominator?”

Add-on “Does anyone have anything to add

to what _______ said about how they found
that denominator?”

Restate: ________ decided to change 6/4

into a mixed number. Can anyone else
explain in their own words how they did
this?”
Question: “Can anyone else explain a
different pie char option we could draw?”

3/4 or 7/10? (exit ticket)

Wait time: Give students time to think of a

strategy

Add-on: “One of our friends explained how

they found a common denominator. Can
anyone else add on to the common
denominator strategy?”

Question: “Can we use a common

denominator different than 20? Did anyone
find a different denominator?

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EDUC 335: Number Talks - Lesson Plan Template
MISCONCEPTIONS FOR ALL
PROBLEMS

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 EDUC 335: Number Talks - Lesson Plan Template
How will I record student strategies?

I will record student strategies by writing all correct and incorrect answers on chart paper with no
comment on their answers. I will use different colors to indicate the different strategies used. If
possible, I will also put a name to the strategy the child used. For example, a fraction strip, finding the
common denominator, etc.

How will you make the learning goal / big idea explicit for your students at the end of the Number Talk?
(How will you close or wrap up the Number Talk? What will you say?)

To wrap up my number talk I am going to begin by asking why the first problem was different than the
rest. They students should respond by saying something along the lines of “The first problem already
had a common denominator, the others we had to change”. I am going to ask why we needed to
change them by finding the common denominator. This question will relate back to the learning goal
which states “Students will recognize that comparisons are only valid when the two fractions refer to
the same whole”. This is the big idea I want my students to see at the end of my number talk and
what I will be checking for in their exit ticket.

How will I preserve evidence of students’ thinking from the Number Talk to support my analysis of students’
thinking (reflection paper)? Who will take photographs of recorded strategies and with what device?

I will preserve evidence of students thinking by taking pictures of the strategies on the chart paper to
upload for a reflection. I can also take the chart paper home and review student wok. Additionally, the
last number set is going to be done at their seats as an exit ticket. That is another way I can collect
evidence of thinking and also understanding.

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