ITE 325 Lesson Plan Format

Name _Maggie Dunn

Title: Fractions for Whole Numbers

Grade Level and Setting _3rd at Ewa Elementary School

Date Taught: Feb 27, 2014
Number of Students: 22

Duration: 45 minutes- 1 hour

Overarching Mathematical Goal(s):

Lesson Objectives: Students will

Find fraction names for whole numbers

Use fraction strips to see parts of fractions make 1 whole
Recognize the generalization that 1= 2/2=3/3=4/4=n/n
Recognize that 4/2 is 2 and is more than 2/2 which is 1
2n/n is more than n/n

Consider Your Students Needs:

Considering All Students:
Students have experiences in using fractions to name quantities for example if
one whole is separated into 4 equal parts then each part is 1/4 , two parts are 2/4
and 3 parts are and when all parts are put together it equals 4/4 or1 whole.
Students have used fraction strips to determine each part of a whole. Some
students have begun to notice 2/4 is the same as and that when you have two
halves that equals a whole
Students have explored fractions with various denominators and some are
beginning to recognize that 1= 2/2
Students have experiences using fraction strips, and building area models.
For English Language Learners: For students who need additional support with
writing justifications for answer, provide sentence starters to help them structure their
answers
The whole number equivalent to 4/2 is ____
The whole number equivalent to 4/4 is ___
For Students with Special Needs: Students who need differentiated instruction will be
provided with same content but the process will be different. They may be given extra
manipulates to make the lesson even more hands-on They may also receive extra
scaffolding. The students in the 3rd grade at Ewa elementary are grouped
homogeneously, thus our group of students already receives differentiated instruction to
meet their mathematical needs.

Materials Needed:
Each student will need:
Fraction Strips (1- 1 whole, 1- , 1- , 1- 1/8, 1- 1/3, 1- 1/6)
Notebook paper
Separate sheet of scratch paper
Teacher will need:
Whiteboard and Markers
Fraction Circles to stick on board
Fraction Strips
Sources:
enVision Math common core, Scott Foresman-Addison Weasley, Pearson
Standard/Benchmark
HCPSIII/Common Core Content Standards: CCSSM:
Numbers and Operations- Fractions
3.NF.3.c Express whole numbers as fractions, and recognize fractions that are
equivalent to whole numbers
NCTM Process Standards/Common Core Standards for Mathematical Practice:
Make Sense of problems and persevere in solving them.
Reason Abstractly and quantatively
Construct viable arguments and critique the reasoning of others
Use appropriate tools strategically
Look for and make use of structure
Assessment
Observe:Can Each Student:
Use fraction strips or the number line to see if a fraction aligns with a
whole number it is equivalent to that fraction.
Show an understanding of fraction names and whole numbers
Can accurately explain how 4/2 is more than 4/4 using accurate models
to match the problem
Ask: How many halves make a whole?
How many fourths make a whole?
How many thirds make a whole?
Are there any other fractions that you can think of that make a whole?
What do you see every time you have same amount of parts or slices when you have

the whole thing?

Why is 4/2 bigger than 4/4?
Why is 4/4 the same as 1 whole?
Assessment Recording Sheets and/or Rubrics: See End of Plan*

Activities/Instructional Strategies
BEFORE: Background as a whole class: Suppose 4 friends buy a pizza to share. They
cut it into 4 equal parts.
-How much does each person get?
(1 piece or 1/4 of the pizza)
-If each friend eats their piece of the pizza how many pieces were eaten? (4)
- How much of the pizza has been eaten?
(the whole thing)
(show with drawings on whiteboard and fraction strip)
DURING:
Mini Lesson: pose problem: Jamie ate 6 pieces of pie during the week. Each piece
was 1/6 of the pie. How much of the pie is left?
-Instruct students to fold paper into 1/6ths, have the folds already at 3rds for them
-Tell students to Label each part 1/6
- Say: The strip was divided into sixths because each piece of pie Jamie ate was 1/6 of
the pie.
What fraction names how much of the pie she ate during the week (6/6)
How much of the pie was left after she ate 6 pieces? (none)
So Jacy ate ONE WHOLE pie during the week.
Wait so 6/6 is one whole? Lets try it on a number line (do number line from 0-1 on board
and add in with class)
On board: Tell students to look at the sixths fraction strip and look at the (whole) fraction
strip and ask what connection they make?
What about the 4ths? (Do another number line from 0-1 and plug in part of the line and
show with a fraction strip on whiteboard)
They are all the same size wait so if I have four 4ths it still equals 1? Now show them
2 wholes and ask how many fourths they think are in 2 wholes?
Well I will show you on a number line and with fraction strips
What if I have 8/4ths
And 12/4ths
Partner Work:
Ask students to work with a partner and go to desk.
Now here is the hard part, you can use your fraction strips or a number line to figure out
the answer, There will be two parts to this
First:
Use your fourths strip and take your strip and fold it once more into 4ths
Now I want you to tell me which is more 4/4 or 8/4?, line your 1/4th strips under your

whole number fraction strip, you can also use the number line technique, and you must
justify your answer.
You have 5 minutes to figure this out with a partner and each write down a reason for
your answer.
Second part: Wes did 5/8 of his science project on Saturday and 3/8 of it on
Sunday. How much of the project did Wes do over the weekend?
Use your fraction strips to help you figure this out!
AFTER: Bring class together to share and discuss the task: gather in circle
- Ask students what they found out about 4/4 and 8/4?
- Which is bigger and why?
- What did they notice about 3/3, 4/4, 6/6. 8/8? Remember*** if you get 8/8 correct
on a test how many tests did you take 8 or 1?
- If Wes did 5/8 of his project one day and 3/8 the next day how much of his project
did he finish?
- Have students stand up and form lines facing one another. They have experience
doing this in math and will know what to do when asked. Students in one line will
briefly summarize what they learned about fractions that have the same top and
bottom number.
- The person across from them will state I heard you say and rephrase what they
just heard. Then they will switch roles and will summarize what they learned
todayand the other will rephrase it after.
- Assign Homework for this Section 10-7 and collect all each persons answer and
justification for the independent work

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

Assessment Recording Tool:
Student
Name:

Student
shows
understand
ing of
benchmark
fractions

Uses fraction
strips and or
number line
visualize
whole #s as
fractions

Shows
understanding
of n/n=1
ALWAYS

Shows
Understandi
ng of
2(n)/n=2

Additional
Notes:

Other Assessment Notes (other things students said and did):

Students who
are confusing
n/n=1 whole

Students who
are struggling
with seeing
(2)n/n= 2

Students who
are able to draw
accurate models
to match the
problem and
provide details
explaining how
4/2 is greater
than 4/4

Other:

Other:

Student names/notes get

put in these rows

Data Analysis Tool

Student shows
understanding of
benchmark
fractions (halves,
fourths, thirds,
sixths, eighth)

Uses fraction strips

and or number line
visualize whole #s as
fractions

Shows understanding
of n/n=1 ALWAYS

Shows
Understanding of
2(n)/n=2

12

17

13

10