Teacher: Mrs.

Davis
Grade: 3rd
Content Area: ELA

1. Content and Standards: CC.2.1.3.C.1 Standard - Explore and develop an

understanding of fractions as numbers

2. Prerequisites: none

3. Essential Questions: What is a fraction?

4. Materials and Equipment:

a. Expressions book,
b. Fraction Shapes worksheet,
c. Equal and Unequal fractions shapes.
d. Construction paper
e. Dry Erase boards

5. Instructional Objective: Students will practice using shapes as a foundation for

understanding fractions as part of a whole. Student will use fraction bars to
visualize and represent unit fractions and to build understanding of fractions.

6. Instructional Procedures:

a. Before
i. In a group circle ask the students what they know about fractions
1. “Have you ever seen fractions used at home?”
2. “Have you ever used fractions before?”
ii. Introduce fractions with the PowerPoint.
iii. Stopping and asking them to repeat key terms: numerator and
denominator.
b. Procedure—Part 1 Equal and Unequal parts
i. Explain to the students that fractions need to be divided into
equal parts and cannot be unequal.
ii. Pass out a piece of construction paper to each student
iii. Modeling with the piece of construction paper fold it in ½, ¼, 1/8
and so forth.
1. “Does each piece or section of the rectangle have equal
shares?”
iv. Have the students look at the equal parts worksheet.
1. With their partner decide which shapes are equal and
which are not.
 v. Students will work independently in Expressions activity book,
page 243. Do not put them away when finished
c. Procedure—Part 2 Adding fractions to their parts to make a whole.
i. Pass out another piece of construction paper to each student.
ii. This time have them fold it in half labeling ½.
iii. Next have the students fold the piece in 4ths labeling it in ¼.
iv. Have them color each ¼ a different color (red, blue, green,
orange)
1. It doesn’t have to be perfect just colored enough to
understand which color is each.
2. Ask the students “What fraction is colored red?
3. Which is colored blue? Green? Orange?
4. Continue to page 244 in the book doing it independently.
5. Teacher needs to check each student for understanding.
6. After checking with the teacher have the students do the
fraction shape worksheet.
7. Teacher will need to check this for understanding of each
student.
d. Procedure –Part 3 Fraction Bars
i. Let the students use the fraction bar tools.
ii. Ask them to put them order
1. Turn and talk
a. What patterns are you noticing?
b. Why do you think this is happening?
iii. Now that they have gotten to see fractions bars have them return
to the carpet
iv. Share what they have noticed
v. The teacher will draw a fraction bar on the board.
vi. Dividing it in 1/3, labeling each section along with 1 whole at the
top of the bar.
vii. Shade in 2 parts
viii. Explain that to use a fraction bar you can count the shaded parts
or add them together expressing a sum.
ix. Label the drawing 1/3 +1/3 = 2/3.
x. Now shade in the whole bar.
xi. Turn and talk –“What number can we write that represents the
shaded part?”
xii. Using their dry erase boards have them draw a fraction bar
divided into 4ths .
1. “How many equal parts is this bar divided into? What
fraction can we write?”
xiii. Have the students label ¼ in each section.
xiv. Shade in the first section.
1. “How much is shaded?”
 xv. Shade in the second part
1. “Write an addition equation”
xvi. Shade in the third part
1. “Write an addition equation”
xvii. Shade in the last part
1. “Write an addition equation”.
xviii. Have the students return to their seats and do page 246.
xix. Teacher must check for understanding.
e. Closing:
i. Have the students return to the carpet.
ii. Review numerator and denominators.
iii. Ask them if you can have equal fractions if the sections are not
equal shares.
iv. End with a critical question
1. Draw a 2 fraction bars one divided into 8 coloring in 6
shapes and one divided into 4 coloring in 3.
2. Ask the students first what the fractions are and ask them
if they are the same?
v. This is why it is important for you to be able to divided a fraction
bar and to understand that some fractions have the same
amount.
7. Assessment:
a. Teacher checked work pages
b. Visual observation
c. Discussion and questioning.
8. Differentiated Instruction:
a. Teacher will assist students who need it.
b. Teacher can pair students together.