5-E Lesson Plan: Fractions and Regions

Teacher: Kylee Williams

Lesson Taught: January 25, 2017

Instructional Time: 1 hour 10 minutes

Topic: Mathematics- Fractions and Regions (Numbers and Operations)- 3 rd Grade

Objectives:
Students Will:
Identify fractions when the whole (region) and a part of the region are given.
Represent the fractional relationship between the pattern block shapes using a standard form
of the written notation [for example, the green triangle is x of the blue rhombus].
Identify the numerator in a fraction and understand that the numerator is the top number in a
fraction and indicates the number of parts of the whole.
Identify the denominator in a fraction and understand that the denominator is the bottom
number in a fraction and indicates the number of parts into which the whole is divided.

SMART Objectives:
I can:
Indentify whole fractions and parts of a region
Identify the numerator as the top number of the fraction and denominator as the total
number of divided pieces of the whole

Materials:
Geometric Shape worksheet
(http://illuminations.nctm.org/uploadedFiles/Content/Lessons/Resources/3-5/FunFractions-AS-
RegionRelationships2.pdf)
Enough geometric shapes for whole class (roughly 18 students total)
Document camera
Overhead Projector

Key Vocabulary:
Fraction
Unit Fraction
Numerator
Denominator

Standards and Benchmarks addressed:

ColoradoAcademicStandards:
ContentArea:Mathematics
GradeLevelExpectations:ThirdGrade
Developunderstandingoffractionsasnumbers.(CCSS:3.NF)
i. Describeafraction1/basthequantityformedby1partwhenawholeispartitionedintobequalparts;
describeafractiona/basthequantityformedbyapartsofsize1/b.(CCSS:3.NF.1)\
ContentArea:Mathematics
GradeLevelExpectations:ThirdGrade
Standard:4.Shape,Dimension,andGeometricRelationships

1.Geometricfiguresaredescribedbytheirattributes

StudentsCan:

a. Reasonwithshapesandtheirattributes.(CCSS:3.G)

i. Explainthatshapesindifferentcategories1mayshareattributes2andthatthesharedattributes
candefinealargercategory.3(CCSS:3.G.1)

1. Identifyrhombuses,rectangles,andsquaresasexamplesofquadrilaterals,anddraw
examplesofquadrilateralsthatdonotbelongtoanyofthesesubcategories.(CCSS:
3.G.1)

ii. Partitionshapesintopartswithequalareas.Expresstheareaofeachpartasaunitfractionofthe
whole.4(CCSS:3.G.2)

Action

Phase 1: Engage
1
Capture student attention, activate student prior knowledge, stimulate thinking, raise key questions, etc.

Teacher will begin by:

- Drawing polygons on the board and have students identify shapes as a review of
the last math unit, ending with a circle
- Then teacher will begin to divide polygons into even pieces to engage previously
taught knowledge of dividing regions into equal parts, reinforcing what they have
learned the day before.
- The teacher will ask how many pieces are in each of the polygon, writing down
answers in a fractional format (eg. If the polygon has 6 pieces, the teacher would
write /6 on the board). This will open up discussion about the denominator.
- After the discussion about the denominator, teacher will discuss the numerator,
or upstairs number, and show how it is represented as the shaded area of the
fraction. (eg. so to find the numerator, I would need to look at the now shaded
area of my shape. How many pieces are shaded in this shape? Four pieces, so
I would need to put that number on top of the total number of equal pieces: 4/6.
So the fraction I would have is four sixths

1
Phase descriptions adapted from Eisenkraft, Arthur. Expanding the 5 E Model. http://www.its-about-
time.com/htmls/ap/eisenkrafttst.pdf, accessed 1/4/08
Phase 2: Explore
Providehandsonopportunitiesforexploration.Studentsinvestigateamathconcept.Students
sharetheirthinkingandaskquestions.Teachersobserveandlisten,askprobingquestionsto
redirect,andprovidesufficienttime.

- Students will be handed worksheet and pattern blocks to complete fractions.

- This activity will allow students to explore how pieces create the whole and
reinforces the numerator and denomenator.
- The geometric shapes are to represent the equal pieces of a fraction. The
worksheet will assist students in the manipulation of the geometric shapes to
create fractions.
- After demonstrating how to complete the task, the teacher will rotate across the
room keeping students on tasks and assisting students who may need help in
applying the new knowledge.

Phase 3: Explain
Introduce laws, models, theories, and vocabulary. Guide students toward coherent generalizations, and
help students understand and use scientific vocabulary to explain the results of their explorations

- Throughout the lesson, the teacher will begin to introduce the vocabulary needed
to tell the parts of the fractions. The key vocabulary includes: Fraction; Unit
Fraction; Numerator; and Denominator.
- Students will be encouraged to use this new terminology when discussing
fractions.
- When students are given their activity, the teacher will demonstrate how to get
different fractions using the geometric shapes.

Phase 4: Elaborate
Provide students opportunity to apply their knowledge to new domains, raise new questions, and explore
new hypotheses. May also include related problems for students to solve.

When students are working on the exploration activity, the teacher will explain to
students that the purpose of the activity is to be able to model part-whole relationships.

Phase 5: Evaluate
Administer formative assessment (although checking for understanding should be done throughout the
lesson)

While the teacher will periodically ask students to name the fraction that is being made,
the gewometric shape activity will also formativly assess students when they write down
the fractions they were able to find during the activity, assessing if they can correctly
write and create fractions.