Math Lesson Plan: Fractions

8/10/2019 Math Lesson Plan: Fractions

1/9

ITE 325 Lesson Plan Format

Name: Beverly Cortez Title: Fractions

Grade Level and Setting: 3rdGrade, Classroom 33

Date Taught: March 12 Duration: 50 minutesNumber 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 circleand 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 equalparts of a whole like halves, fourths, eights, thirds and sixths. Some students haddifficulty partitioning the paper into 3 equal parts (thirds).

For English Language Learners:

Explain the terms groups, fair shares, equal parts, halves, fourths, thirds, eighths, andtwelves. Also, review structures of fractions and the conventions for reading fractions.

Allow peer-assisted learning. Students will be paired with another student that has adeep 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 deepunderstanding 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. Theywill then use their drawing in justifying their answer to the class.


2/9

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:

PaperPencil12 buttons or 12 connecting cubes or 12 colored tilesSharing 12 things problem sheet

Teacher will need:White boardDry erase marker

12 buttons or 12 connecting cubes or 12 colored tiles26 copies of sharing 12 things problem sheet

Sources:Elementary and Middle School Mathematics: Teaching Developmentally (2013) by Vande Walle, Karp, Bay-Williams

Standard/Benchmark

HCPSIII/Common Core Content Standards:3.NF.1. Develop understanding of fractions as numbers. Understand a fraction 1/bas thequantity formed by 1 part when a whole is partitioned into bequal parts; understand a fractiona/bas 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 themCCSS.Math.Practice.MP2: Reason abstractly and quantitativelyCCSS.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.


3/9

Assessment Recording Sheets and/or Rubrics:

+ Yes+/- Sometimes

X No

Student Partitions tosolveproblems;makes fairshares

Able to findfractionalparts of 12objects

Able tonamefractionalparts of 12objects

Usedpictures ormodels toshow thatthey haveidentifiedthe correctfraction

Comments


4/9

Activities/Instructional Strategies

BEFORE:

Get students attention and say:

We have been finding fractions of rectangles, which are single objects that can be cutup into equal parts. It is also possible to find fractions of a group of things. Think aboutthis: I have 12 marbles in my collection. I want to give my friend half of them. How manymarbles will I give to my friend?

Allow students to consider this for a minute or two, and then ask a few studentsto explain how they thought about the question. As students share, encouragethem to draw pictures that represent the problem on the board. Tell them to usetheir 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 ofthe marbles so that there was the same number of marbles on each side. I countedthe 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 12things 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 tohave the same amount of marbles. I will give my friend 6 marbles because half of 12is 6.

Record on the board 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 youcan 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:


5/9

1. Oscar picked 12 apples. He gave 1/3 of the apples to Gil and 1/3 of theapples to Becky. How many apples did each of them get?

2. Pilar picked 12 apples. She gave of the apples to Dwayne, of the applesto Murphy, and of the apples to Kelley. How many apples did each of themget?

3. Chiang picked 12 apples. She gave 1/6 of the apples to each of her 5 friends.How many apples did each friend get?

Say: Make sure you label your answers and drawings.

Circulate as students work and use assessment chart.

Ask questions to elicit responses and take note if student understand theconcept and take note of any misunderstandings.

For fast finishers:

1. Find a partner who is done and share your answers. Compare your work.Explain your answer using your picture or model.

2. Find a partner who is finished and examine the three problems and see ifyou noticed anything

3. Create your own sharing of 12 things problem.4. Find a partner who is struggling and needs help.

AFTER:

Get students attention and have a class discussion. Use their class attentiongetter.

You found many fractions of 12 when you solved the problems about 12 apples. Letsrecord what you found. Draw student numbers to be fair

Ask one student to read problem number 1.

Ask one of the fast finishers to come up and share his or her answer to the class.Tell student to show pictures or use models in justifying his or her answer

Thank student for sharing

Call on one student to record fractions of 12 on the board: 1/3 of 12 is 4

Ask students if they got this problem correct.

Note who didnt raise their hand

Ask another student to read problem number 2.

Ask another one of the fast finishers to come up and share his or her answers tothe class using pictures or models to justify answer.


Call on another student to record fractions of 12 on the board: of 12 is 3


Note who didnt raise their hand

Ask another student to read the last problem.


6/9

Ask another one of the fast finishers to come up and share his or her answer tothe class using pictures or models to justify the answer.


Call on another student to record fractions of 12 on the board: 1/6 of 12 is 2


Note who didnt raise their hand Ask students who created their own sharing 12 things problems to share

Give students time to work on the problem.

SayYou know how to find fractions of 12 from this activity, what about finding a fraction of adifferent number? How many students is of our class?

Ask: how many students is in our class?

Students respond: 26

So what is half of 26?

Allow students a few minutes to work on this with a partner. Encourage studentsto use pictures, models or other materials that might be useful to them.

Collect responses

Have a few students share how they divided the class in half.

Record answer on the board.

If time permits: pose another problem with a different number of studentsIf 2 people were absent and we wanted to divide the class in half, how many would bein each half?

Conclude the lesson by asking a few questions;Is it possible to find a fraction of one rectangle?Is it possible to find a fraction of one circle?What about a fraction of a group of objects? Like 20 oranges

Assign homework sheet (attached)


7/9

Assessment Recording Tool:

Student Partitions to

solveproblems;makes fairshares

Able to find

fractionalparts of 12objects

Able to

namefractionalparts of 12objects

Used

pictures ormodels toshow thatthey haveidentifiedthe correctfraction

Comments

Any other resources needed (worksheets, data tables, etc):


8/9

Sharing 12 Things

Solve each of these problems and show how you figured out your answers.

1. Oscar picked 12 apples. He gave 1/3 of the apples toGil and 1/3 of the apples to Becky. How many applesdid each of them get?

2. Pilar picked 12 apples. She gave of the apples toDwayne, of the apples to Murphy, and of theapples to Kelley. How many apples did each of them

get?

3. Chiang picked 12 apples. She gave 1/6 of the applesto each of her 5 friends. How many apples did eachfriend get?


9/9

Homework

1. Katy bought 20 roses. She wants to give of theroses to her mom, sister, her friend Jennifer and herfriend Kim. How many roses should she give each ofthem?

2. Amy has 12 lollipops. She gave 1/6 of the lollipops toeach of her 5 friends. How many lollipops did eachfriend get?

3. Create your own word problem that shows a fractionalpart of a group of objects. Use the problems above toguide you.

Math Lesson Plan: Fractions

Documents

Transcript of Math Lesson Plan: Fractions