
Lesson Plan Template:
General Lesson Plan

Learning Objectives: What should students know and be able to do as a result of this lesson?
 Using models students will relate fractions to a line plot where the horizontal scale is marked off in whole, half, and quarters.
 Students will measure lines to wholes, halves, and quarters using "magnified inches" and a standard ruler.
 Students will notice patterns in fractions and know why they exist.
 Students will notice patterns in an inch using manipulatives to help discover why the regularity exists.

Prior Knowledge: What prior knowledge should students have for this lesson?
 Students should understand that fractions are divided into equal shares, describe them using the words halves, fourths, etc., and describe the whole as two halves, and four fourths.
 Students should understand that there are two fourths in one half.
 Students should be able to measure within an inch including quarters.

Guiding Questions: What are the guiding questions for this lesson?
 What patterns do you see in the fractions? Why does it exist?
 How does understanding fractions help you use a ruler to measure?
 What patterns do you see in the fraction strips that you see on the ruler?

Teaching Phase: How will the teacher present the concept or skill to students?
Student Materials:
 pencil
 The Magnified Inch made in the previous lesson (have extras available for any student absences)
 fraction strips (whole, halves, and quarters only)
 Master Ruler (if available)
 standard ruler (or printed paper one)
 scotch tape
 and a computer or personal digital device.
 Measuring_with_the_Inches_Formative_Quiz.docx
Partners Materials:
T: Today we are going to further our study of measurement and use the patterns that we discovered yesterday with our Magnified Inch to help us measure past the inch.
 Pass out a set of fraction strips to each student and have them only take out the whole, halves , and quarters.
 Review the lesson from yesterday and have a discussion.
 Included in the discussion should be that fractions are divided into equal pieces, a whole is made of two halves because it takes two of them to equal a whole and four quarters because it takes four of them to equal a whole.
 Demonstrate with your Magnified Inch asking students to name the mark that you are pointing to on the overhead/document camera.
T: Now we are going to take our Magnified Inch and combine them to make Magnified Inches so that we can use them to measure longer pieces of yarn.
 First have partners take the whole from the fraction strip set that they each have and combine them side by side horizontally.
T:What do your fraction strips show? How do you know?
 Responses should include 2 because there are 2 wholes.
 Have students take the whole back and add 1/2 to it horizontally.
T: What do your fraction strips show? How do you know?
 Responses should include 1 1/2" because there is 1 whole and a half more.
 Next have partners overlap their magnified inches to form 2 magnified inches taping them together.
T: What has changed within our inches? Why?
 Responses should include that nothing has changed within the actual inches because the wholes are still divided equally into quarters.
T: What has changed? Why?
 Responses should include that we must now change the second inch to "2" because we have 2 wholes now.

Guided Practice: What activities or exercises will the students complete with teacher guidance?
Pass out precut pieces of yarn just as in the previous lesson, but all of the lengths are longer than the Magnified Inch to include 1 inch and a fraction more. See materials section for specifics. Also pass out Magnified_Inches_Formative_Quiz.docx.
Discuss how the measurements will not be to scale because you aren't really using a standard inch to measure the pieces of yarn. It is crucial that students recognize this is not an actual inch. Review the process of a magnified inch by zooming in using a document camera or have students take out magnifying lenses to see how the size of a standard ruler look larger than an actual inch. By zooming or magnifying, it makes it easier to see and work with at first but this technique should be used sparingly. It can be helpful to see the connection between fraction strips and a ruler but after the introductory lesson using the magnified inches, students should move to standard rulers.
T: Take out the green piece of yarn. Measure it with your Magnified Inches and discuss with your partner what you think the length is. When you have decided on a length, record it on the Magnified Inches Formative Quiz.
 The teacher should circulate during this time listening to student discussions and checking the measurements for accuracy. The teacher could pick a pair of partners at this time to discuss the answer with the class when all are finished. If partners cannot decide on an answer or if any student is having difficulty refer them back to the fraction strips combining the whole with a fraction.
 Discuss the answer when all finished. Tell students that they are now going to measure all of the pieces of yarn and record the answers.
 The teacher circulates at this time to check for understanding once again scaffolding tasks if necessary. When all are done, discuss the answers.
T: Now that we understand the Magnified Inches, we are going to start measuring with the ruler!
 Pass out one Master Ruler (if you don't have these, use standard rulers or paper rulers that only go to quarters) to each student and have them flip to the one inch. If using the Master Rulers, also have students pull out their standard rulers, too.
T: What is the same about the inches and our Magnified Inches?
 Responses should include there is a 0 and 1 and 2. Have students compare the first 2 inches on the standard ruler to the Master Ruler by overlapping it.
 Have the students flip to 1/2".
T: What is the same about the inches and our Magnified Inches?
 Responses should include that both are cut in half. Have students compare it to the standard ruler by overlapping it.
 Have students flip to 1/4"
T: What is the same about the inches and our Magnified Inches?
 Responses should include that both are cut into quarters. Have students compare it to the standard ruler by overlapping it.

Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
Pass out Measuring_with_the_Inches_Formative_Quiz.docx
T: Now we are going to measure some butterflies with our Master Ruler and our standard ruler. (There is also a resource included with the Master Ruler that can be utilized at this time.)
T: We are going to do the first one together. I want you to measure the first butterfly from wing tip to wing tip with your standard ruler. Then check it with your Master Ruler. When you are satisfied with your answer, cover it and wait.
 When students have an answer, discuss it by asking for answers and showing the measurement on the overhead/document camera.
 If students are having difficulty, refer them back to the magnified inch at any time during this practice.
T: Now will measure the butterflies using the standard ruler first and check it with the Master Ruler, record the answer, cover the answer and check it with partner when done. If they have 2 different answers, they need to ask each other "How did you get your answer?".
 If they cannot come to a consensus, then tell them to raise their hand and you will come over. Partners need to follow this structure for each measurement.

Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
 Discuss the answers as a class.
 Ask students to describe the patterns that they see in the fractions and tell why they exist.
 Ask students to talk about how the fraction strips helped them to determine what the marks were on the Magnified Inches.
 Discuss the patterns in the fractions strips and how they relate to the Magnified Inches.
 Measuring_with_the_Inches_Summative_Quiz.docx can be given at this time.
 Teachers may also choose to sign up for a free account at http://www.thatquiz.org/ and create a summative assessment that students can take online.

Summative Assessment
Teacher may use Measuring_with_the_Inches_Summative_Quiz.docx or http://www.thatquiz.org/ to assess the students.

Formative Assessment
The teacher will circulate during all phases of the lesson and listen to the student responses. The teacher will also observe the students measuring the pieces of yarn and make accommodations for those students having difficulty. Specific feedback is given in the Teaching and Guided Practice phases. Magnified_Inches_Formative_Quiz.docx and Measuring_with_the_Inches_Formative_Quiz.docx can be used.

Feedback to Students
During each activity, the teacher will circulate among the students to monitor their work, probe their thinking and scaffold the task for students needing assistance. The Teaching and Guided Practice phases include specific feedback for how to address misconceptions.