Randi Rhodes Math/3rd Grade

Lesson #3 February 28 , 2014 8:30

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Learning Objective: After going through the power point, students will express whole numbers as fractions and recognize fractions equivalent to whole numbers with 80% accuracy. Standard: Standard 3.NF.3c Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Developmental Appropriateness or Cross-curricular Connections: In the second grade the students connected shapes and parts of the shape to find the whole. I will introduce the same shapes as in second grade but they will be divided into parts and the students will have to recognize the whole fraction. In fourth grade they will expand from whole number fractions to decimals. Assessment of the Objective: Objective After going through the power point, students will express whole numbers as fractions and recognize fractions equivalent to whole numbers with 80% accuracy. Assessment of the Objective Pre the problem of the day that I introduce at the beginning of the lesson will review what the students have learned the day before. I will walk around and observe the students answers to see if I need to reteach the previous lesson. During the power point that I will be using to guide the students through the lesson will have questions throughout the lesson that will let me know if the students need more help. Post when the students complete the independent practice part of their workbook we will go over it and they will have to mark with a green pen if they get it wrong. After the lesson I will walk around and see how students did on their Use of Formative Assessment If the students really enjoy working with the pattern blocks then I know I can use those materials in future lessons to get them engaged. Depending on how well the students understand the concept of the lesson is whether I will go into more depth of a lesson in the next lesson.

independent practice. Accommodations: We will be working together has a class through most of the lesson so my resource students will be able to keep up and they will have my guidance. If the students in the back cannot see the smart board then there are available desk closer to the board that they can sit in. I will go around and check the progress of my slower pace students to make sure they are completed before I move on. Materials: My Math presentation, smart board, pattern blocks, students My Math workbooks Procedures: Probing Question: How would you represent a fraction as a whole number and how are they equal? Connection: 1. To connect whole fractions to what they understand I will tell a story about pizza. I will tell them that I ordered a pizza and when it got to me I decided I did not want pizza so I had 8 slices of pizza at the end of the night. That is a whole fraction 8/8 because I did not eat any. Teach: 2. The students will have their My Math workbook out on their desk so they can follow along with the power point that I have on the smart board. We will start out with the Problem of the Day. They will write it down in their math journals and individually work to figure it out. This problem reviews last math lesson. When the students think they have the answer they will raise their hand and I will come around and check. 3. Once the majority of the class has completed the problem I will go over it with the whole class. If the students have a hard time with it then I will go back and give a few more problems that are similar. 4. Moving on to this lesson, I will ask the students what generalizations can you make about fractions as one whole. I will allow a few students to share what they come up with. 5. I will give pattern blocks to each child and have them model what a whole fraction is. I will instruct them to demonstrate fractions as a whole with the green triangles and use the hexagon shape as a guideline. 6. The next slide on the presentation is the same page that the students have in their workbook. I will read over example one and work through it with the class. I explain there is 1 window with 4 glass panes in each. There are 4 parts of the window and each glass pane is of the whole window. I will get the students to tell me what the total number of equal parts we have and remind them that that is the bottom number of the fractions. I will then get them to tell me how many pane of glass we have and remind them that that is the top number of the fraction so the fraction will end up being 4/4. 7. I will draw a number line on the board and divide it into 4 equal parts and write the fractions on it (0, , 2/4, , 4/4). I will draw a glass pane in each space to represent each pane as a fourth.

8. I will ask the students if 4/4 is equal to one then what would 1/1 equal and 4/4 less than, greater than, or equal to 8/8. I would explain that when the numerator and denominator are the same it equals 1. 9. For example 2, I will read the example and work with the whole class to solve the problem. I will explain that the numerator represents how many parts there are in the problem and that the denominator represents that the objects are whole shapes, not divided into anything. I will tell them that 3/1 is 3 wholes and I will ask what 4/1 and 8/1 is. 10. I will give a few minutes for the students to look over the guided practice and we will work the problems out together. I will ask the students if they have any questions. I will read the Talk Math problem and explain that when the numerator is greater than the denominator it will always be greater than 1. 11. I will assign different problems that are on the independent practice part of their workbook. I will allow some time so they can work on it by themselves. I will be walking around the room to answer any questions and to observe if the students understand the concept. 12. Once we go over the independent practice as a class we will move on to the Problem Solving part. I will read the first word problem to the class and work through it with them and then I will let them complete the next one. I will read the next Make Sense of Problem question to the class. I will give the students a few minutes to complete the next two questions. 13. When the students finish the Problem Solving part of the workbook I will go over the answers and ask if there are any questions. 14. Last, I will explain what they will be doing for homework. Link: I will have the students think about pie and how without eating any of it the pie will still be a whole. If there are three pies then there will be three wholes. I will tell the students to go home and try to find 3/3 or 3/1 of something. Activity Analysis: During the My Math lesson I will use pattern blocks so the students can model whole number fractions. This will allow the students to be engaged in the lesson and have hands on material to work with. The lesson will be mainly on the smart board and in their workbooks. The smart board is the only form of technology that will be used during the lesson. The smart board allows me to write on it therefore I can provide more examples than what is just in the workbook. References: McGraw-Hill My Math Grade 3 Volume 2 Teacher Edition: Lesson 7 Fractions as One Whole. Columbus, OH. McGraw-Hill Education. Materials from Stuart Kennemore.