Name: Mimi Tran

Grade: 3
rd
Grade
Subject Area: Mathematics
Lesson Title: Uncover
Lesson Type: Whole group/Pairs
Date: February 10, 2013

Standards
CCSS.Math.Content.3.NF.3a Understand two fractions as equivalent (equal) if they are the
same size, or the same point on a number line.

Content Objective/Learning Outcome
Using the fraction kits, students will play the game of Uncover to explore equivalent
fractions, as measured by their math language and recording sheets.

Language Objective/Language Learning Outcome
When playing the games, students will talk about and record equivalent fractions when
breaking up big fractions to get smaller ones.

Vocabulary:
One whole, half, fourths, eighths, sixteenths, equivalent, equal

Sentence frames:
I have _____ more to take off.
I can exchange _____ for ______.

I know that _____ is equal to _____.
_____ and _____ are equivalent fractions.
I know that _____ is equal to _____, because _____.

Assessment
Formative Assessment Tasks: While students are playing the games, I will walk around to
observe their game and mathematical thinking. I will ask them:
How did you break apart the fraction?
How much more do you need to take off?
Summative Assessment Tasks: The class will share what they have learned while playing the
game. I will record it on the board.
What are some ways we can break apart a half?

Differentiation
ELL
For my English language learners, the varying sentence frames will provide structure to
their conversations and math talk. The fraction kit is a manipulative that will allow these
students to visually explore equivalent fractions. There will also be a vocabulary bank
where they can refer to help them with their math language.

Speech IEP
For my selectively mute student, I will group her with a student who she feels comfortable
with. In doing so, I hope to create a comfortable environment for her when and if she
decides to talk. I will also incorporate many thumbs up and nonverbal responses so she
can still participate in the group discussions.

For my student who has difficulty speaking, the pairing for the game will give him a safe
environment to practice his math language. In addition, the sentence frames and
vocabulary bank can help structure his speech. I will also incorporate many thumbs up
and nonverbal responses so he can feel comfortable participating in whole class
discussions.

ADHD IEP
I will incorporate many thumbs up and pair-shares to keep my student active in whole
and group discussions. In addition, the game will capture his attention so he can be
engaged in his learning and practicing of equivalent fractions.

GATE
There are more advanced sentence frames/stem to help structure and bridge their thinking
by asking them to explain his or her reasoning and thinking. The game allows for multiple
entry points so they can deepen their understanding of equivalent fractions visually and
orally.

Materials Needed
Fraction kits, fraction die

Instructional Sequence
Launch
1. The students will gather on the rug.
2. Today we are going to continue learning about fractions. I want you to think about
how do you know if two fractions are equal?
a. Think, pair, share
b. Thumbs up if you agree
3. Teach the rules of Uncover and model the game.
a. The game is played in pairs.
b. Cover the whole with two halves.
c. On each turn, the student can:
i. Exchange any fraction for equivalent pieces
ii. Roll the dice and remove the fraction (if they have it)
iii. Pass
d. The student who uncovers their whole first wins.
4. Remind students:
a. This game is to practice math.
b. They must be respectful of their partner
c. Check each others work.
d. Use the sentence frames practice as a class
1. I have _____ more to take off.
2. I can exchange _____ for ______.
3. I know that _____ is equal to _____.
4. _____ and _____ are equivalent fractions.
5. I know that _____ is equal to _____, because _____.
Explore
1. Students will pair up and play the game.
2. I will walk around and ask them to explain their strategies for the game.
a. Ask them the formative questions.
b. Encourage students to use the sentence frames.
Summarize
1. I will call for the students attention by saying, hands off in 5-4-3-2-1.
2. I will ask they put their fraction kits away and return the die to me.
3. Students will join me on the rug.
4. What did you notice when you played the game?
a. I will ask the students this question and record all their responses.
5. When/If a student talks about breaking apart , talk about equivalent fractions.
a. What other fractions are equivalent to one half? One fourth? One eighth?
Reflection
Right before the lesson, I remembered that I had to strategically pair the students
together for the explore part of the lesson. I paired the students heterogeneously and some
homogenously. I paired EN and ME and this was very successful because EN participated in
the activity. Students really enjoyed playing the game, so it was successful in keeping the
students engaged.
A few things a forgot to do was to teach students how to roll the dice, remind
students about sportsmanship and playing games for learning, and how to treat classroom
materials. It is important to teach students about the sportsmanship for games to help
build character. I also wanted to emphasize that this game is to support math learning and
it not about winning. I will remind this next time I play this or another game.