The document provides a standards-based mathematics lesson plan for teaching fractions to 3rd grade students. The lesson plan identifies the Common Core State Standards being addressed, including representing fractions on a number line. It outlines the learning objectives and provides a detailed schedule of teacher and student activities. These include warm-up questions, demonstrating fraction positions on a number line, creating fraction strips, and an exit ticket assessment. The lesson plan author reflects on implementing the lesson in their own 3rd grade classroom, noting accommodations for different student groups.

1. Standards Based Lesson Plan 1
Michelle Mylott
Application- Creating a Standards Based Lesson Plan
MATH5083 Mathematics Instruction for Elementary Teachers
21 October 2015
© 2013 American College of Education 1

2. Standards Based Lesson Plan 2
Abstract
In this paper I will be selecting a standards based lesson plan for mathematics. I will be using the Florida adapted Common Core State
Standards. I will be selecting a lesson for third grade that I can use for my own students. I will then teach the lesson to my class along with an
assessment based on the lesson. I will analyze the results of the given assessment then reflect on them.
© 2013 American College of Education 2

3. Standards Based Lesson Plan 3
INSTRUCTIONAL LESSON PLAN: Fractions on a Number Line
Teacher Ms. Michelle Mylott
School JC Mitchell Elementary
Grade 3rd
Date 10/15/15
Common Core State Standards for Mathematics (Content): [Include at least one standard.]
MAFS.3.NF.1.2a - 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.,
Common Core State Standards for Mathematical Practice: [Include at least one standard]
CCSS.MATH.PRACTICE.MP4 Model with mathematics.
Student Learning Outcomes: [Include at least one measurable outcome.]
Students will be able to understand fractions as numbers and use fractions to describe how much or how many. By the end of the lesson, students will
be able to identify where fractions go on a number line (1/2, 1/3, ¼ etc)
Time
Required
Teacher
Materials/Tools
Student
Materials/Tools
Teacher Activity Student Activity Teacher
Notes/Interventions,
etc.
10mins Chart paper /
Markers /
N/A Warm Up or Bellringer Teacher will provide
Number Talk equation on
Teacher will observe
students monitoring
© 2013 American College of Education 3

4. Standards Based Lesson Plan 4
Number Talk
equation
chart paper (19+19).
Students are to signal with
their fingers how many
strategies they have come
up with to solve the given
problem. Teacher will
choose students to discuss
their strategies while
teacher writes down student
explanation on chart paper.
the amount of
strategies they think of
to solve the given
equation. Teacher will
also write the strategies
shared by chosen
students
5 minutes Teacher number
line with fractions
on sentence strips
N/A Lesson Introduction Students are listening as
teacher introduces the
lesson.
Teacher will point to
the number line on the
board. Teacher will
show students how to
label ½ on the number
line and will talk with
students about ½
representing the point
on the number line but
it is really the distance
between 0 and ½.
Teacher will show how
to divide the number
line into fourths and
thirds while counting
by fourths and thirds
to show students how
to mark them on a
number line.
15 minutes Teacher number
line with fractions
on sentence strips
Dry Erase
Marker
Guided Instruction Students will receive a
fraction card and will
predict where they think
that fraction would be on
the number line. Students
plot their fraction on the
Teacher hands out
fraction cards and
guides students when
they come up to mark
where their fraction
would be on a number
© 2013 American College of Education 4

5. Standards Based Lesson Plan 5
number line by marking it
with a dry erase marker.
line.
15 minutes Observation notes Pencils, colored
pencils, scissors,
sentence strips
Independent Practice Students will be split into
groups of 4. Students will
then create fractions strips
and a fraction number line
for the following fractions:
halves, thirds, fourths,
sixths, and eighths. Students
should make the fraction
strip first then use them to
make the number lines. All
strips should be the same
length to represent how
many fractions make up the
whole.
Teacher walks around
observing and
intervening with
groups as needed.
10 minutes Exit Ticket sheet Assessment (Formative) Students will complete exit
ticket which asks students to
plot certain fractions on a
given number line.
Teacher will use Exit
Ticket to gauge
mastery.
5 minutes Closure Teacher calls students
to rug discusses
fractions on a number
line.On the number
line on the board, the
teacher will show sixths
and have all the sixths
between 0 and
marked. Teacher will
ask students What is
the distance between
4/6 and 5/6?
© 2013 American College of Education 5

6. Standards Based Lesson Plan 6
Part 2 – Reflection
For this lesson I choose to implement it into my own 3rd
grade classroom. I will be teaching this lesson on October 21st
during their Math time
which is from 10- 11 am. My classroom is made up of 18 students, 8 of which are ESE students, and 4 of which are ELL students. The students have
an hour block for Math every day. Lessons are usually taught in a combination of whole group, small group, and independent work. It will remain
that way for this lesson. For my ESE students, I have an ESE push in teacher who will be aiding me with them and will be pulling them for a small
group lesson while other students will be working independently. These students will not be working independently but will remain in small group
where they are given more visuals and more time to think and work on their fraction time lines. My ELL students will be allowed to work with a
partner if needed but part of the lesson requires students to work in a group which I think will help the ELL students as well. These students will also
have the visuals of my number line with some fractions which will remain up on the board the entire lesson. Students have also created a “fractions
folder” as a guide that compares the different fractions size wise and shows students how to draw and write these fractions as well. All students will
be given an extension of this lesson for homework to complete. Students that seem to have a difficult time during the lesson will be pulled for small
group with me as well while others are working independently. If students are struggling after this lesson is taught, I will continue to pull them in
small groups and touch on this lesson and reteach it until these students understand the concept.
© 2013 American College of Education 6

7. Standards Based Lesson Plan 7
References
Martone, A., & Sireci, S. (2009). Evaluating alignment between curriculum, assessment, and instruction. Review of Educational Research,
79(4), 1332-1361.
National Governors Association Center for Best Practices and Council of Chief State School Officers. (2010). Common Core State Standards
for Mathematics (pp. 1-45, 57).
© 2013 American College of Education 7