More Fractions!

Lesson Plan
Emma Hearty

Common Core
Standards:
3.NF.1: Develop
understanding of
fractions as numbers.
1. Understand a
fraction 1/b as the
quantity formed by 1
part when a whole is
partitioned into b
equal parts;
understand a fraction
a/b as the quantity
formed by a parts of
size 1/b.
Grade Level:
his lesson will teach a group of third grade students a more
detailed account of fractions !particularly thirds" fourths" si#ths"
eighths" and twelfths$.
Estimated Duration:
%& minutes
Pre-Assessment:
're(assessment for this lesson will be conclusions made from the
results of the first two days lessons. )e will also be reviewing
fundamental fraction facts at the beginning of the class for pre(
assessment. he pre(assessment activity is the following:
1. *ave students individually draw a rectangle and divide it into
+ equal parts. *ave them color one part red and , parts blue.
,. ell students that the bottom number of a fraction tells the
total number of equal parts and the top number tells how many
out of the number equal parts.
What fraction of the rectangle is red? 1/3
What fraction of the rectangle is blue? /3
+. *ave students repeat with other various fractions to double
chec- understanding.
Pro!ress-Monitorin!:
During the lesson the following question will randomly be as-ed
More Fractions! Lesson Plan
Emma Hearty
to chec- for progress:
How do you show 5/8 of a figure? "i#ide t$em into % e&'al
(arts and color ) o* t$em.
Post-Assessment:
'ost(assessment will be a ./earn" ry 0t" 'ractice1 wor-sheet
!attached$. his assessment will be graded for accuracy and
chec-ed for comprehension of main concepts.
+nstr'ctional Proced'res:
2fter the pre(assessment activity" the following will be done.
1. !3uided 2ctivity$ 2s- the students the following questions:
How many equal parts does the fraction 5/6 show? ,
If 5/6 of a circle is colored how many equal parts of the
circle are colored? )
How would you show !? "i#ide a *i!'re into *o'r e&'al
(arts and color t$ree o* t$em.
44 'rovide feedbac-: 5espond to questions or confusion verbally
and promptly.
,. !3uided 2ctivity$ 0ntroduce the second supplemental activity.
( *ave one student cut a paper into % equal parts and give 1
part to one student and + parts to another student.
What fraction of the plate did you gi"e them? -
- ell them that + of % parts is the fraction 6" so they gave the
second student 6 of the plate.
( *ave another student cut a paper plate into 7 equal parts and
More Fractions! Lesson Plan
Emma Hearty
give , parts to one student and % parts to another student.
What fraction of the plate did you gi"e the first student? /,
What fraction of the plate did you gi"e the second student?
./,
5epeat the activity using 8 parts and 1, parts.
44 'rovide feedbac-: 5espond to questions or confusion verbally
and promptly.
+. !0ndependent 'ractice$
( *ave the students complete their ./earn" ry 0t" 'ractice1
wor-sheets independently at their des-s. )hat isn9t finished will
be homewor-.
44 'rovide feedbac-: :tudents papers should be graded by the
ne#t class period after turned in with detailed feedbac-. 2t the
end of every wee-" mini(conferences will be held to meet about
any confusion individual students are having.
"i**erentiated +nstr'ctional S'((ort
2lternative teaching strategies for re(teaching:
1. ( Draw a circle on the chal-board.
( Divide into 8 equal parts.
( ;olor + of the parts.
( ell the students that + out of the 8 parts are colored and that
the fraction is +/8.
( 2s-: what fraction of the circle is not colored? )/%
( 5epeat the activity using circles divided into 7 and 1, parts
More Fractions! Lesson Plan
Emma Hearty
coloring different numbers of parts.
,. 0f students confuse the top !numerator$ and bottom
!denominator$ of the fraction" then remind them that the bottom
number tells the total number of equal parts and the top number
tells how many of the parts we are tal-ing about.
+. 0nclusion edited for students with mild/moderate
e#ceptionalities:
( *ave students color 1 part rather than multiple. 2s-: How
many parts did you color? 1. How do you say that as a fraction?
-
- *ave them color another part. #ow how many parts are
colored? /.
( *ave them color another part. #ow how many parts are
colored? 3. How can you say that as a fraction? /
- *ave them color the last part. #ow how many parts are
colored? .. How can you say that as a fraction? ./. or 1.
%. 3ifted :tudents/<arly =inishers:
( *ave students draw lines to divide one plate into %" another
plate into 7" and a third plate into 8 equal parts.
( hen have students use glitter to decorate one or more parts of
each plate. *ave them write the fraction of each plate that they
decorated.
Home0or1 2(tions and Home Connections
0f the ./earn" ry 0t" 'ractice1 wor-sheets aren9t finished in
class" those will be completed for homewor-. =or those who
finished" they will complete the .<nrich1 wor-sheets provided
from the te#t" as homewor-.
More Fractions! Lesson Plan
Emma Hearty
+nterdisci(linary Connections
his lesson has integration in with communication s-ills because
it involves a social activity with classmates.
Materials and 3eso'rces:
$or teachers ( ;arlsson" 3." > ;ohen" 5. /. !,??,$.
=ractions and 'robability. %c&raw'Hill
mathematics !pp. +8&2(%?82$. @ew Aor-"
@.A.: Bc3raw(*ill :chool Division.
( 11.+ transparency" problem of the day" daily
homewor- pages
$or students
;rayons" paper plates" scissors" pencils
4ey 5oca6'lary
=raction" one half" one fourth" one eighth" halves" fourths"
eighths" one si#th" one third" one twelfth" si#ths" thirds" twelfths
!hese have been taught e#plicitly from the first two lessons of
the unit$.
7ec$nolo!y Connections
0ntegration of technology can be done through utilizing a
:martCoard to do the pre(assessment and whole group activities.
his could get students involved and up out of their seats while
also engaging them in more modern techniques.