Lesson script

# [Lesson title and grade, e.g. Fractions on a number line, grade 4]

## Objective (0–15 seconds)
[One sentence starting with "By the end of this lesson you will be able to..."]
What we draw: [The finished diagram the student will be able to make, drawn small in the corner.]

## Hook (15–40 seconds)
[A question or a situation from the student's life that needs this idea.]
What we draw: [The situation: a pizza, a race track, a ruler, whatever the students know.]

## Concept one: [name it] (40 seconds–1:50)
[Explain the idea in two or three plain sentences.]
Example: [One worked example with real numbers or words.]
What we draw: [The diagram for this concept, built in the order you would draw it on a real board.]

## Concept two: [name it] (1:50–3:00)
[Explain. Connect it to concept one.]
Example: [A second worked example, slightly harder.]
What we draw: [The same diagram extended, or a second one next to it.]

## Concept three: [name it] (3:00–4:10)
[Explain. This is the one students usually get wrong; say the common mistake out loud.]
Example: [A third example that shows the mistake and the correction.]
What we draw: [The mistake drawn and crossed out, then the correct version beside it.]

## Check (4:10–4:40)
[One question for the student to answer before the answer appears. Pause the narration with a hold time.]
What we draw: [The question drawn with a blank space, then the answer revealed after the hold.]

## Recap (4:40–5:00)
[Three short sentences, one per concept.]
What we draw: [The three diagrams side by side, small.]

# Fractions on a number line, grade 4

## Objective (0–15 seconds)
By the end of this lesson you will be able to place any fraction with a denominator up to 8 on a number line between 0 and 1.
What we draw: A short number line from 0 to 1 with a dot at three-quarters, drawn small in the corner.

## Hook (15–40 seconds)
You have a one-meter ribbon and a friend needs three-quarters of it. Where do you cut? Guessing is not good enough, so let's find the exact spot.
What we draw: A ribbon with scissors hovering over it and a question mark.

## Concept one: the denominator makes the jumps (40 seconds–1:50)
The bottom number tells you how many equal jumps fit between 0 and 1. Fourths means four jumps.
Example: Draw 0 and 1. Split the space into four equal parts. Each tick is one-fourth.
What we draw: A number line from 0 to 1, then three tick marks appearing one at a time to make four equal spaces.

## Concept two: the numerator counts the jumps (1:50–3:00)
The top number tells you how many jumps to take from 0. Three-fourths means three jumps.
Example: Start at 0, jump three times, land on three-fourths. That is where you cut the ribbon.
What we draw: Three curved arrows hopping along the number line, landing on the third tick, labeled 3/4.

## Concept three: same spot, different names (3:00–4:10)
Two-fourths and one-half are the same place. Students often think they are different because the numbers are different. Look at where they land, not at the numbers.
Example: Split the line into halves and into fourths. One-half and two-fourths sit on top of each other.
What we draw: Two number lines stacked, one in halves and one in fourths, with a dashed line connecting 1/2 and 2/4.

## Check (4:10–4:40)
Where does five-eighths go? Draw it in your head before the answer appears.
What we draw: A number line in eighths with a blank, then a dot on the fifth tick after a hold.

## Recap (4:40–5:00)
The bottom number sets the jumps. The top number counts them. The same spot can have more than one name.
What we draw: The three number lines side by side, small.