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What Standards (national or state) relate to this lesson?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. MAFS.3.NF.1.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram. b. Represent a fraction a/b on the 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.Essential UnderstandingHow can you plot fractions greater than one on the number line? Objectives- What are you teaching?After exposure to fractions greater than 1 on the number line, students will be able to explain how they know that a fraction is greater than one on an exit ticket. RationaleI am teaching this objective because students need to understand the concept that there are fractions greater than one, and they can be represented on the number line. They will already have been introduced to fractions less than one, and previously explored plotting them on the number line. I am teaching the lesson in a “station format” because my students like to move around and work together in groups. Evaluation Plan- How will you know students have mastered your objectives?Formative Evidence: Paper with Work, Number Line Hopping Worksheet, Guided Group Sheet Summative Evidence: Exit Ticket- How do you know that a fraction is greater than 1? What Content Knowledge is necessary for a teacher to teach this material?The teacher must know that a fraction greater than 1 involves a fraction that has a numerator greater than the denominator. It is imperative that the teacher knows that any fraction at zero has zero as its numerator. What background knowledge is necessary for a student to successfully meet these objectives? Students must understand that fractions can be represented through a linear model- such as a number line. The teacher will ensure that students have prior knowledge because of the lesson taught the day before with plotting fractions less than one on the number line. I know that my students like to work together and move around the room. What misconceptions might students have about this content?Students will be confused when they encounter number lines that are split into eights, fourths, and in half between the same intervals (0-3). They may also take time to understand that fractions can be greater than one. Teaching Methods.Methods will include 2 whole-group engage problems and explanations, and then students will go to stations around the room as a group. They will reconvene to debrief and do an exit ticket. Step-by-Step PlanHave students grab their Math and Science Notebooks, and flip to a new page in the Math section and write the date on top. Have a student read the essential question on the first slide: How can you plot fractions greater than one on the number line?A student will read the problem on the next slide, and the teacher will also read it again after him/her. “Darnell rode his bike around a bike trail that was 1/2 of a mile long. He rode around the trail 4 times. Write a fraction greater than one for the distance. How many miles did Darnell ride?” Introduce students to the fraction tiles, and prompt them to use the tools in order to solve the problem. They may also draw a picture in their notebook- but they must show their work! The teacher will walk around and gather data about whether/not students were able to solve the problem, have one/two students come up and share. The teacher will define fractions greater than one by explaining that they occur when the numerator is greater than the denominator. Model the problem by drawing a number line on the board. Also talk about fraction hopping and what a fraction looks like at zero. A student will read the next problem, and I will read it again: “There is 1/4 of a mile between Dejalee’s house and her grandma’s house. If her family travels to grandma’s house 7 times, how many miles did they travel in all? (Prompt students to use area tiles, and the teacher will walk around the room and record data).After showing a student example, the teacher will model using the area tiles in order to label the intervals on the number line. Then, students will be split up into four groups and sent to a corner of the room. Activity 1: The group will be with Dr. S in the center of the room, where there will be three number lines taped to the floor. Although all of them will only go from 0-3, the unmarked intervals in between them will be different. (1/2, 1/4 , 1/8) According to the needs of the group, Dr. S will choose the problems for them to solve. Students can walk on the number line in order to solve the problem. Students will show their work under Activity 1 in the recording sheet. Activity 2: This will be in the cabinet side of the room with Mrs. L. There will be two clotheslines set up- with a clipped index card interval between 0 and 4. The students get to decide the interval between the clotheslines- and then clip accordingly- (1/2, 1/3, 1/4, 1/6, 1/8, 1/10) Students will record their intervals in the Activity 2 section of their recording sheet.Activity 3: Ms. A will work with a group at the Guided Math table. Students will have a choice between ?, ?, 1/6, 1/8, 1/10. They will work on iterating a fraction greater than 1. Students will draw the formation of the tiles under Activity 3 on the recording sheet and explain why they know they have a fraction greater than 1. Activity 4: Guided Group with Ms. B- They will work on a Fraction Sheet that begins to hint at equivalent fractions.After there are several rotations, students will return to their seats and answer the Exit Ticket Question. If applicable, how does this lesson connect to the interests and cultural backgrounds of your students?The problems to be solved will involve student names and interests. If applicable, how does this lesson connect to/reflect the local community?N/AHow will you differentiate instruction for students who need additional challenge during this lesson (enrichment)?Students will be assigned more challenging problems to do. How will you differentiate instruction for students who need additional language support?There will be more use of visual aids- such as the taped number line and the clothespin number line. Accommodations (If needed) MaterialsPencils, Math and Science Notebooks, Fraction Bars, Clothesline, Laminated Fraction Cards, Tape, Sharpies, Number Line Hopping Worksheet, Guided Group Sheet. ................
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