Direct Instruction Lesson Plan Template

Grade Level/Subject: 3
Central Focus:
Students use pattern blocks to learn parts of a whole.
Essential Standard/Common Core Objective:
CCSS.Math.Content.3.NF.A.1
Date submitted: 3/20/15
Understand a fraction 1/b as the quantity formed by 1 part
Date taught: 3/20/15
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.
Daily Lesson Objective:
Performance- Students will be able to make personal connections to fractions which will expand
their ability to quickly identify parts of a whole. This can be included in: writing, reading, and
speech.
Conditions- Students will participate in a large group discussion, break into an independent
workbook activity, and lastly, the students will gather into a large group for sharing and closure.
Criteria- Degree of accuracy: time limit (25-30 minutes) on workbook page. 90% or higher will
determine mastery.
21st Century Skills:
Academic Language Demand (Language Function and
Students can draw and make Vocabulary):
Parts of a whole
connections based on the
Denominator
discussion questions.
Numerator
Students can provide
Equivalent
illustrative examples
Combination
gathered from the text.

Students infer and make

predictions based on the
shapes they see.
Prior Knowledge:
Students must know how to recognize and write a fraction. (This will ensure that they can
identify parts of a whole using blocks.)
Activity
1. Focus and Review
2. Statement of
Objective
for Student
3. Teacher Input

Description of Activities and Setting

Gather the students together at the front of the room. Briefly
touch on what we have been working on with fractions.
Explain that we will be working with patterned blocks to
determine parts of a whole and they can think of the blocks as
cookies. State our essential questions and what it is we want
to accomplish from todays activity.
Hexagon=1 whole
Trapezoid=1/2
Rhombus=1/3
Triangle=1/6
Show students the yellow hexagon. Lets say this yellow
pattern block is a cookie. How could we make a cookie thats

Time
5

10
5

4. Guided Practice

5. Independent
Practice

6. Assessment
Methods of
all
objectives/skills:

7. Closure

the same size and shape as this with other pattern blocks?
Here are the pattern blocks we have to work with. (Show all
4 blocks listed above)
Which pattern block is a half of a hexagon cookie?
What fraction of the hexagon is the blue pattern block?
How many green triangles can you use to make a
whole? What fraction is the green piece then?
How many blue pattern blocks do we need to cover a
yellow hexagon cookie completely? How many red
pattern blocks? Green pattern blocks? Try each of these
with your own blocks.
(Give students a minute or two)
20-25
If we think of these as parts of cookies, we can say
that the red piece represents one out of two equal
pieces of a hexagon cookie, so its one half. A blue
piece is one out of three equal pieces of a hexagon
cookie, and green is one out of six equal parts.
Explain to students that they will have a sheet filled with
pictures of pattern block hexagons and they must find many
different combinations of red, blue, and green pattern blocks.
Students will go back to their desks where they will open their
math workbook to page 18 and complete the sheet according
to the directions explained above.
Students must check their work and make sure none of their
solutions are the same. Some students may decide that two
25-30
solutions are not the same if they have the same pieces but
are arranged differently. If so, I will ask questions to help them
think about whether these are really different combinations of
fractions.
Check informally on students participation and if they are able to answer
the questions that I ask them periodically throughout the lesson.
Students will have a formal assessment based on their independent
workbook practice.
Students will come back together after their workbook
practice and we will discuss how we can write an equation
based on what we just did.
Show that (1/3+ 1/6= 1/2)
Allow student to practice with their blocks for one minute.
10-15
Ask the students if they can show 1/4 of a yellow cookie with
the pattern blocks. (Display the right way and the wrong way
to do so)
Refer back to the essential questions and see if we
accomplished what it was we wanted to learn today.

8. Assessment
Results of
all
objectives/skills:
Targeted Students
Modifications/Accommodations:
Lower Level: time extension, complete as
much out of the workbook as possible.

Student/Small Group
Modifications/Accommodations:
Lower Level: have them sit at the very front and
break things down and make them relatable to
where they can understand.

Materials/Technology:
Fraction Flip Book
Pattern blocks
Math workbook- page 18 (Pearson)
Active board
Computer
Math composition books
References:
Textbook- Investigations Common Core Edition
Workbook and math handbook 2008 Pearson Education Second Edition
Reflection on lesson: