Emily Capelli Copeland Manor School, Libertyville Name: Chapter 8.

7: Fractions Greater than One Date: Friday, March 8, 2013 Grade Level/Subject: 3rd, Mathematics (Fractions) Prerequisite Knowledge: Students should be able to name equivalent fractions less than one. Approximate Time: 12:05-1:15; 70 minutes Student Objectives/Student Outcomes: Students will be able to name equivalent fractions greater than one Students will be able to identify fractions greater than one by looking at the fraction and/or a picture Students will be able to compare and contrast mixed fractions and improper fractions Content Standards: Common Core State Standards Number and Operations--Fractions 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. CCSS.Math.Content.3.NF.A.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. CCSS.Math.Content.3.NF.A.3a Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. CCSS.Math.Content.3.NF.A.3c Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. Materials/Resources/Technology: Promethean board Writing utensil Document camera Math Journals Math Message Journals Fraction Cards

Procedure: Time Opening of lesson: (Objectives, hook, behavior expectations) 5 minutes Have students take out their math message journals and complete the 8.7 math message: Take a strip and cut out the 4 circles. Once students are done cutting, have them put their circles in a pile on their desk. How would you answer the following problems: Emily had 3 apples. She cut one in half and ate one of the haves. How many apples were left? Then she cut each of the other whole apples in half. She gave away the half-apples to her friends. How many half-apples did she give away? Illustrate the apples on the board. Procedures: Include critical thinking questions and accommodations for individual needs Ask the students to take two of their circles and fold them in half. Instruct them to unfold the circles and write 1/2 on each side of the fold, then cut along the fold line. Ask the students to count the halves in front of them (write these on the board as they name them). Ask the students if they notice anything different about this fraction (3/2) that is different than the other fractions we have been looking at (the numerator is greater than the denominator). Draw two sets of circles on the board as shown below:

3-5 minutes

5 minutes

3 minutes

5-8 minutes

On the top set, fill in three halves. On the bottom set fill in the complete circle and one of the halves. Label the top set 3/2 and the bottom set 1. Ask students to compare the two pictures. Point out that because each circle is ONE WHOLE, 3/2 is more than 1, and can, therefore, be written as 1 (this is called a mixed number because it is made up of a whole number and a fraction).

5-8 minutes

Ask the student to fold the remaining two circles in half, twice to create four sections. Instruct students to write 1/4 in each section and cut along the fold lines. Ask students to pull out and tear out page 197 in their Math Journals. Read the directions together and complete #1 together. Students will glue in 3 of their halves onto the sheet. Ask students to complete #2 with a partner. Walk around the room to help, if needed. Turn the page over and go over #3 as a class to make sure students understand what is expected of them. Have students complete 4-6 with a partner. Summary/Closing:

10 minutes

10 minutes

8-10 minutes

When the pair is complete, they are to turn in their worksheet to Completed Work and either play The Equivalent Fractions Game or Fraction Top-It. Students have learned how to play both of these games in the past week and should know the expectations. Student Assessment/Evaluation: How will I know what the children learned (must match objectives)? Grade pages 197 and 198 for accuracy and mathematical process; look at their homework the next day.