Math Lesson Plan: Fractions

Math Lesson Plan: Fractions
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  ITE 325 Lesson Plan Format Name: Beverly Cortez Title: Fractions Grade Level and Setting: 3 rd  Grade, Classroom 33 Date Taught: March 12 Duration: 50 minutes Number of Students: 26 Overarching Mathematical Goal(s): Students will    Find fractions of groups of objects o   Find and name fractional parts of 12 objects o   Use pictures or models to show that they have identified the correct fraction Consider Your Students Needs: Considering All Students: Students must have worked with an area model for fractions. Area models include circle and rectangle. Some, if not the majority, of students can find parts of a single whole. They may be able to write the correct fractional name. Students have experience fractions with paper models. They were able to find equal parts of a whole like halves, fourths, eights, thirds and sixths. Some students had difficulty partitioning the paper into 3 equal parts (thirds). For English Language Learners: Explain the terms groups , fair shares, equal parts, halves, fourths, thirds, eighths, and twelves . Also, review structures of fractions and the conventions for reading fractions.  Allow peer-assisted learning. Students will be paired with another student that has a deep understanding of the concept of fractions. For Students with Special Needs: Mild disabilities: If students are unable to solve the problem independently, they will benefit from a peer-assisted learning. Students will be paired with another student that has a deep understanding of the concept of fractions. Provide only one problem or a different problem sheet that is easier. For Fast Finishers:  Ask students to draw pictures for each of the problems to represent each fraction. They will then use their drawing in justifying their answer to the class.    Ask students to create their own sharing of 12 things problem.  Ask students to examine the problems and see if they noticed anything.  Ask students to help other students who are having trouble. Materials Needed: Each student will need: Paper Pencil 12 buttons or 12 connecting cubes or 12 colored tiles Sharing 12 things problem sheet Teacher will need: White board Dry erase marker 12 buttons or 12 connecting cubes or 12 colored tiles 26 copies of sharing 12 things problem sheet Sources: Elementary and Middle School Mathematics: Teaching Developmentally (2013) by Van de Walle, Karp, Bay-Williams Standard/Benchmark HCPSIII/Common Core Content Standards: 3.NF.1. Develop understanding of fractions as numbers. 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. Common Core Standards for Mathematical Practice: CCSS.Math.Practice.MP1: Make sense of problems and persevere in solving them CCSS.Math.Practice.MP2: Reason abstractly and quantitatively CCSS.Math.Practice.MP4: Model with Mathematics Assessment Observe:  Are students partitioning correctly?  Are they making fair shares?  Are they using pictures or models to help them with the problem? Record observations about students while they are working on the problems.    Assessment Recording Sheets and/or Rubrics: + Yes +/- Sometimes X No Student Partitions to solve problems; makes fair shares  Able to find fractional parts of 12 objects  Able to name fractional parts of 12 objects Used pictures or models to show that they have identified the correct fraction Comments  Activities/Instructional Strategies BEFORE:   Get students attention and say: We have been finding fractions of rectangles, which are single objects that can be cut up into equal parts. It is also possible to find fractions of a group of things. Think about this: I have 12 marbles in my collection. I want to give my friend half of them. How many marbles will I give to my friend?   Allow students to consider this for a minute or two, and then ask a few students to explain how they thought about the question. As students share, encourage them to draw pictures that represent the problem on the board. Tell them to use their picture to explain and justify their answer.   Students might say: I drew 12 circles, one for each marble, in a line. I drew a line across the middle of the marbles so that there was the same number of marbles on each side. I counted the marbles on one side and it is 6. So you gave her 6 marbles. I know that 6+6=12. So half of 12 is 6. I started putting out 12 cubes, but when I counted out 6 I realized that half of 12 things is 6 things because 6 fits into 12 evenly twice.   Allow student to show his or her strategy to the rest of the class.   Say: Good, so in order to have a fair share of my 12 marbles, my friend and I will need to have the same amount of marbles. I will give my friend 6 marbles because half of 12 is 6.   Record on the board ½ of 12 is 6   Say: In this problem, what is our whole? DURING:   Say: Today you will be solving some problems about sharing 12 apples. Think about how you can picture these problems. You may want to use cubes, buttons, colored tiles, drawings or any other materials that you think might be useful.   Pass out sharing 12 things problem sheet to students: Solve each of these problems and show how you figured out your answers:
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