## Try it today - Implementing a Fraction Lesson Using Number Lines

Educator implements a lesson plan that is based on student interviews to deliver a lesson on fractions using number lines.
Made by Friday Institute @ NC State
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### Key Method

The educator implements a lesson plan that they created to deliver a lesson on fractions using number lines, including anticipated ideas, student strategies, and misconceptions.

### Method Components

#### Characteristics of instruction demonstrating that a lesson based on number lines was successfully delivered to support students’ understanding of fractions:

• Student work demonstrates that more than one student strategy is provided
• Evidence of more than one attempt at a solution is provided
• Student work demonstrates connections to secondary representations were utilized to support understanding of the concept
• Evidence of students sharing ideas with other students and/or the teacher
• Evidence of articulation of student thinking, verbally or in writing

## Research & Resources

### Supporting Research

• Carpenter, Thomas., Fennell, Francis., Geary, David., Lewis, James., Okamoto, Yukari., Siegler, Robert., Thompson, Laurie., Wray, Jonathan. “Developing Effective Fractions Instruction for Kindergarten through 8th Grade. IES Practice Guide. NCEE 2010-4039”. What Works Clearinghouse, Institute of Education Sciences, September 2010, http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=15

### Resources

• Examining Student Responses - Assess Your Understanding

This self-assessment document poses a student prompt and some possible student strategies that are commonly seen.ë_ It also provides a breakdown of each student strategy and digs into the student thinking that often drives each strategy.
http://bit.ly/1lyjvz3

• Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics

Based on a meta-analysis on teaching mathematics to students with learning disabilities, this report offers seven research-based instructional practices that have been shown to be effective with this group of learners. Each of the seven recommendations is explained, shown in practice, and offers a summary of its supporting evidence.
http://www.centeroninstruction.org/files/Mathematics Instruction LD Guide for Teachers.pdf

• Number Lines: A Key Representational Tool

Author: Yukari Okamoto, University of California, Santa Barbara
Source: Doing What Works Library at WestEd

One of the authors of the Practice Guide on Developing Effective Fractions Instruction describes the misconceptions that students may have about fractions and how to help them understand fractions’ place in the number system. She demonstrates instructional approaches with number lines and number strips to expand beyond the part-whole approach to teaching fractions, emphasizing the importance of students understanding that a fraction is a number, not two separate integers. She also shows how the number line can be used to help students understand equivalent fractions and operations with fractions. There is a summary and a transcript with time markers available.
http://dwwlibrary.wested.org/media/number-lines-a-key-representational-tool

## Submission Requirements

### Submission Guidelines & Evaluation Criteria

Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn the micro-credential, you must receive a “Yes” for parts 1, 2, 3 and 4. Through any of a variety of methods (written, scanned, audio, video, and/or multimedia), you must demonstrate an ability to describe and implement a fair-sharing lesson that supports student understanding of fraction. You must also reflect upon the effectiveness of the strategy and how to adjust moving forward.

#### Part 1. Overview questions

(200-word limit for each response)

• Why did you select this particular lesson to highlight your understanding of accommodating specific strengths and challenges in using number lines as the primary representational tool in fraction instruction?
• Provide an overview of what to look for in your evidence and how you demonstrated skills in supporting students’ understanding when engaging in fraction tasks using number lines as the primary representational tool.

#### Part 2. Evidence/Artifacts

Please provide evidence of a lesson plan that you created or adapted using number lines as the primary representational tool to support students’ understanding of fractions. Please submit one or more artifacts (such as links to writing, scanned documents, images, video, audio, etc.).

(Your artifact submission will be assessed based on the following rubric. You must earn a “Yes” score on this portion of the total submission in order to earn the micro-credential.)

#### Part 3. Work Example Artifacts

Please provide student work samples and/or a record of your live teaching that resulted from the lesson plan and shows evidence of the student strategies and student thinking that were elicited during the lesson. Please submit one or more artifacts (such as links to writing, scanned documents, images, video, audio, etc.).

#### Part 4. Reflection Evidence/Artifacts

Please provide an insightful reflection that describes your current effectiveness and future growth opportunities within your own teaching practice when attempting to address fraction instruction using number lines as the primary representational tool. Please submit one or more artifacts (such as links to writing, scanned documents, images, video, audio, etc.) for your reflection.