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Lauren Rogers
Unit: Partitioning a Whole into
Equal Parts
CCSS or State Standards:
CCSS.MATH.CONTENT.3.NF.A.
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.
Lesson Duration: 60
minutes
(include timing for each
activity within your
plan)
Essential Question(s):
Over-arching questions of the
lesson that will indicate student
understanding of concepts/skills
What is it you want the students
to learn/know? Why?
Inclusion Activity:
Describe an activity that will
ensure that all students and their
voices are included at the
beginning of the lesson.
Sequence of Activities:
Provide an overview of the flow
of the lesson. Should also
include estimates of
pacing/timing.
Then give them the exit ticket after they file their worksheet.
Differentiation:
Describe who will need additional
or different support during this
lesson, and how you will support
them. Differentiated instruction
could include testing
accommodations, preferential
seating, segmented assignments,
a copy of the teachers notes,
assignment notebook, peer tutors,
etc.
Hearing impaired Give them the paper with the steps that you are
going over with the class. Each time you move on to a new step,
write that number on the board incase they miss read what your lips
were saying. Have them sit in the front of the class. Write & draw
examples on the board. Repeat what classmates have said so they
can read your lips. Do the activity with the students so they can see
how you folded the strips. Sign the numbers that need to be used on
the ruler. Use the speaker/microphone that is provide for the student
if they can hear any bit.
Exit ticket. After going over the worksheet in groups then as a class.
Have them complete the exit ticket, which they then give to you so
they can get their book for daily 5.
Anticipatory Set: What will you do to grab the students attention at the start of the lesson?
- I will let them go pick out their two strips and then ask them what they think equal parts of a whole
means. Bring up pizza and pie as equal parts of a whole.
Questions to Anticipate: What questions will students be asking you during the lesson? How will you answer
them?
- Asking why do we have fractions? How do we know that it is equal? Can I color my strips and so on. I
will either have them ask a classmate to get their opinion first or try to use real life examples and answers
to help them better understand. Some may need it written up on the board to understand and others may
understand from me explaining by word.
Wrap-up Activity and Closure: How will you bring your lesson to an end and tie it to previously learned
material? This is the summary at the end of the lesson. What did they learn?
- I will give them an exit ticket. It has three questions that are the same but done in different ways. One
you need to write the fractions and numbers, two you need to draw the actual equal parts, and three you
have to read a story problem about equal parts. This allows them to use different techniques to fully show
they understand the lesson and apply it to real world situations.
Homework/ Independent Practice: Based on what they learned in class, what could they do on their own to
practice the skill they learned today? Examples include practice problems, an investigation, a game, or any
other activity to apply what they just learned.
-They can go around the classroom with a partner and pick an object they can equally split into parts.
Then present to the rest of the class.
Adaptations: List alternative plans you will make during your lesson as you consider student strengths,
challenges, and possible misunderstandings.
-Some students may need to see me do the step first. Others may be able to follow me step by step orally.
Some may need me to put it up on the board, what the finished strip should be. Others may need a
partner to show them how they did it. They may need real like examples of what equal parts of a whole
are. My differentiation has everything I would do for a hearing impaired student.
Remediation: What else can you do/have prepared to do with the students who did not understand the
information you presented?
- Another activity for them to understand: Partition a whole amount of liquid into equal parts.
T: Just as we measured a whole strip of paper with a ruler to make halves, lets now measure precisely to
make 2 equal parts of a whole amount of liquid.
Lead a demonstration using the following steps
1. Present two identical glasses. Make a mark about 1 fourth of the way up the cup to the right.
2. Fill the cup to that mark.
3. Pour that amount of liquid into the cup on the left, and mark off the top of that amount of liquid.
4. Repeat the process. Fill the cup on the right to the mark again, and pour it into the cup on the left.
5. Mark the top of the liquid in the cup on the left. The cup on the left now shows the markings for
half the amount of water and the whole amount of water.