KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT
Teacher Candidate: ____Alicia Szczurek______________________________
Cooperating Teacher: _________________________________________________
________________
Group Size: ______12_______________ Allotted Time: ___60 min.________
Subject or Topic: ___Fractions________________________________________
___932_________________

Date: _3/4/15________________
Coop. Initials:
Grade Level: _3________________
Section:

STANDARD: (PA Common Core):

CC.2.3.3.A.2: Use the understanding of fractions to partition shapes into parts with equal areas
and express the area of each part as a unit fraction of the whole.
I. Performance Objectives (Learning Outcomes)
A. The students will be able to represent fractional parts as a whole by using symbols up to 1/4.
B. The students will be able to check their understanding of fractional parts of a whole by completing
an exit slip.
II. Instructional Materials
Children's Lit Book: The Hershey's Milk Chocolate Fraction Book by Jerry Pallotta
Chalkboard/Chalk
Pattern Blocks (Hexagons and triangles)
Exit Slip
III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)
a. Prerequisite skills
a. Students are familiar with addition and subtraction.
b. Students are familiar with use of manipulatives to solve problems.
c. Students are familiar with the concept of a fraction.
b. Key Vocabulary
a. Equal- be the same as in number or amount
b. Whole- all of something
c. Denominator- the number below the line in a common fraction; a divisor.
d. Numerator- the number above the line in a common fraction showing how many of the parts
indicated by the denominator are taken
e. Unit Fraction- rational number written as a fraction where the numerator is one and the
denominator is a positive integer
c. Big Ideas
a. Students will be identifying parts of a whole of a fraction.
IV. Implementation
A. Introduction
1. "Today we will be learning about fractions and how a fraction is part of a whole."
2. Read The Hershey's Milk Chocolate Bar Fractions Book by Jerry Pallotta
3. Have students discuss with one another how fractions are part of a whole and discuss
what they noticed in the book about fractions.
4. Have volunteers share with the class.
5. "Now that we know what a part of a whole looks like, lets look at some examples on how
to write a fraction."
B. Development
1. "Fractions are not meaningful unless they refer to a part of a particular whole (the ONE)."
2. On Board: Draw a circle and explain it as a whole. Divide the circle into four equal parts.
Shade in one part of the whole.
a. Explain that one part out of the four parts (the whole) is shaded in. Write 1/4 on

the board.
b. Show how a fraction is written. Explain denominator and numerator.
c. Repeat with shading in 2/4 and 3/4 of the circle.
d. Shade in 4/4 and explain how this is a whole and would equal 1.
i. 1/1+1/1+1/1+1/1= 1+1+1+1=4
ii. Explain that students must always find the whole.

hexagon

3. Use pattern blocks hexagons and triangles to explain parts of a region.

a. Have all students work with a partner. Each group receives one hexagon and six
triangles.
i. Explain that a hexagon can be broken equally into six parts
ii. Have the students place their six triangles on top of the hexagon to
demonstrate.
b. Ask the students to notice how six triangles makes one whole hexagon. Ask how
they would write this as a fraction (6/6). Explain this is one whole.
c. Have the students place one triangle on the hexagon. Ask what fraction of
triangles is being used to make the hexagon (1/6). How many parts of the
are not covered by the triangles? (5/6).
d. Repeat with 3/6. Explain how this is half of a whole and can be written as 1/2.
e. Explain to students that anything can be used to represent parts of a region.
i. For example show tables in the classroom explain that this is a whole.
ii. Break the table into a half by showing this with tape. Repeat and show it
in quarters.
4. Use all of the students in the class to review fractions as names for parts of sets.
a. Ask how many students there are all together in the classroom? (11)
b. Ask 3 students to stand up. What fractional part of the set is standing? 3/11, 4
students? 5 students?
i. Boys in the class stand.
ii. Girls in the class stand.
c. Then draw four circles on the whiteboard. Shade in one of the four circles. Explain
that this is 1/4 of a set.
d. Shade in two of the circles and explain how this not 1/4, this is 2/4 or 1/2.
i. "What did we notice made the difference between 1/4 and 1/2?"
C. Closure
1. Review what students learned about fractions as part of a whole by asking volunteers to
show one thing they learned on the white board.
2. Have them turn to a partner and give them an example of a fraction as part of a whole.
3. Have students complete an exit slip before leaving and hand it in.
D. Accommodations / Differentiation a. Visual models are being used for visual learners.
b. Extra guidance for those students having trouble.
c. Struggling students work in groups.
d. Color code shaded part of the exit slips.
E. Assessment/Evaluation plan
1. Formative: Students will be evaluated by checking their understanding of a
fraction as part of a whole with an exit slip. 80% or higher.

V. Reflective Response
A. Report of Students Performance in Terms of States Objectives (Reflection on students performance written
after lesson is taught, includes remediation for students who failed to meet acceptable level of achievement)

B. Personal Reflection (Questions written before lesson is taught.)(Reflective answers to

questions recorded after lesson is taught.)
1. Did I speak too fast?

2. Did all students understand the concept?

3. Were students able to identify the fraction of a whole?
4. How did I adapt the lesson from the textbook and why?
a. For the introduction I chose to use a childrens literature book that makes fractions out

of a Hersheys chocolate bar. I chose this book because most children love candy and I
thought they would be able to relate more to fractions if they used an example they were
familiar with to introduce it. The way I adapted this from the textbook lesson is in the
book they wanted to start with Mental Math and Reflexes. I didn't use this because I
thought that starting with literature would be more engaging to the students. This shows
conceptualization because it connects it to real life food. This shows actual examples of
parts of a whole.
b. To review fractions as names for parts of regions I used pattern blocks in my lesson
instead of the slates that were used in the textbook to represent parts of regions. I thought
the students would understand the concept of a whole region if they could see the whole
(hexagon) and how it can be broken down into equal parts (six triangles). Using hands on
material that is already cut into equal parts would be much easier for the students to see
and work with rather than using slates and trying to make their own equal parts. I also
would talk to the students about what a whole is by using real life things in the classroom
such as tables to better conceptualize the idea of a whole.
c. For reviewing fractions as names for parts of sets I used the students for a real life
example instead of books for parts of sets. I adapted this because I thought that students
would be able to understand the concept of a part of a set if they were involved in the real
life example. Using the class as a whole set and using individual students as parts of the
set would help the students relate.
VI. Resources
A. Everyday Mathematics Volume 2
B. Pallotta, J. (1999). The hershey's milk chocolate fractions book. New York: Scholastic Inc.
C. Pattern Blocks

Name:
1.

4.

Write the fraction of the shaded portion

2.

5.

3.

6.

Name:
1.

4.

Write the fraction of the shaded portion

2.

5.

3.

6.

Name:
1.

4.

Write the fraction of the shaded portion

2.

5.

3.

6.

Name:
1.

4.

Name:

Write the fraction of the shaded portion

2.

5.

3.

6.

1.

4.

Write the fraction of the shaded portion

2.

5.

3.

6.

Name:
1.

4.

Write the fraction of the shaded portion

2.

5.

3.

6.