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Grade Level:
3rd grade
Topic:
Time Frame:
Date:
Fractions
60 minutes
March 10, 2014
Goals/Focus:
The students will become familiar with dividing a whole and writing fractional numbers through creating fraction
strips of 1 whole, , 1/3, , and 1/8.
The students will compare 2 fraction pieces and identify which fraction piece is larger/smaller.
The students will be able to place 1, , 1/3, , 1/8 on a number line.
__x__ Concept Development ______Solidify _______ Practice (check one)
State Core/Standard:
3. NF.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.
3. NF.2 Understand fractions as number on number line Represent fractions on number line diagram
3. NF.3d Compare two fractions with the same numerator or the same denominator by reasoning about their size.
Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of
comparison with the symbols >, =, or <, and justify the conclusions, e.g. by using a visual fraction model
3. G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.
Cycle 1
Launch
Materials:
Five rectangular strips
of paper (different
colors) for each
student.
Task
Students will construct
fraction strips using 1
whole as the standard.
Students will use the
fractions , 1/3, , 1/8.
These strips will be used in
future lessons and learning
centers.
Scissors
Black marker
Explore
What questions
will I ask?
How will I
assess?
I will observe the
students construct
and label the fraction
strips accurately.
Materials:
The completed fraction
strips.
Summarize
Materials:
Generalization:
Fractions can be
compared to other
fractions. When
comparing fractions
with the same
numerator, fractions
will be larger if the
denominator is smaller.
Cycle 2
Launch
Materials:
Fraction strips
Task
Students will order the
fractions (1/2, 1/3, , 1/8)
on a number line.
Student journals
Materials:
the fractions.
What questions
will I ask?
White board
Explore
do you see?
How will I
assess?
I will be observing.
Can the students
transfer the division
of the whole to the
number line?
fractions.
Summarize
Materials:
An open number line
from 0 to 1 written on
chart paper or the
white board
Generalization:
Fractions are numbers
that can be place on
the number line
between 0 and 1.
Through observation, I
will determine if the
students understand
smaller and larger
fractions by
placement on the
number line. I will also
determine if the
students understand
the importance of
spacing on the
number line.
Exit Slip (one or two questions to assess what students took to independence):
You shared a sub sandwich with your friend. You ate 1/3 of the sandwich and your friend ate of the
sandwich. Who ate the larger amount? In your math journal, write down how you solved the problem as
well as the answer. Include the tools that you used.
Practice / Homework / Journal Prompt (if appropriate):
Fraction practice will occur with math centers during the fraction unit.
Meeting the needs of diverse learners (be specific):
IEP: I will group IEP students according to area of concern. If the students have behavioral issues, I will
include a classroom aide in the partnership and/or have a specific partnership behavior contract with the
student. For students who may have dexterity issues, the fraction strips can be precut and placed in front
of the students as a whole. The student would then be able to separate the fraction strip without the use of
scissors. I can also have assistive technology for example adaptive scissors or numbers printed on label
stickers.
ELL: Writing will be involved in the lesson so I will need to partner weaker writers/readers with stronger
writers/readers to keep the emphasis on the mathematical process and thinking. I will also need to rely on
using physical props when speaking to ensure the ELL student is understanding.
Gifted: The gifted students may already have an understanding of fractions or develop the understanding
at a faster pace. The gifted students can be given an exit question using fractions with numerators greater
than 1 (2/8 and 2/3). They can use the fraction strips and what they know about the number line to solve
the question.