Faye Waanders

Grade: 3
Subject: Math
Time: 1 Hour
February 19, 2015
Objective: Students will be able to associate the model, symbol, and
words used to describe a fractional part of a whole region.
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
Essential Understanding- A fraction describes the division of a whole
(region, set, segment) into equal parts. The bottom number in a
fraction tells how many equal parts the whole is divided into. The top
number tells how many equal pats indicated. A unit fraction has a
numerator of 1.
Blooms Taxonomy: Synthesis
Opening:
1. After students write down their homework and signatures are
checked the teacher will ask them to take out the blue math
workbooks.
2. The students will work on 9-2 in their math blue books silently while
the teacher walks around to help. (Checking for understanding)
3. After everyone has finished the teacher will go over each problem
with the class.

4. The teacher will say. You know the names for equal parts of a
whole region. Today, you will learn to describe one or more parts of
a region by writing numbers known as fractions.
5. On the board write and 3/4 numbers written like this are called
fractions.. Where have you seen fractions? (Anticipated
responses- Measuring cup, signs at the food store)(Anticipatory set)
6. Pass out Teaching Tool
7. The teacher will write the following problem on the board Pat made
a garden in the shape of a rectangle and divided it into 6 same-size
pieces. She planted flowers on 4 of the pieces. Draw a picture of
what Pats garden might look like.
8. Write 4/6 on the board.. explain denominator- The number below
the bar. It tells the number of equal parts in the whole the
numerator is the number above the bar. It tells the number of equal
parts that are being used What is the numerator in 4/6?
(Anticapted response- 4)
9. Use teaching tool 2. 3 equal parts.. Flowers planted in 2 parts. 3. 4
equal parts; flowers planted in 1 part. 4. 8 equal parts; flowers
planted in 5 parts.
Presentation
1. Pass out candy worksheet.
2. Teacher will explain directions and fill out her own sheet with the
class (Input/Modeling)
3. The teacher will walk around as the children fill out candy sheet.
(Checking for understanding)
Guided Practice:

4. After the teacher will ask students to open up to 9-2 in their

textbooks
5. Have them work alone on numbers 1-17.
6. After the class finishes the problems, the teacher will go over
them.
7. If student finishes the problems before the rest of the class give
him/her a worksheet.
8. If a student is struggling the teacher will have him/her go to the
back table for review.
9. If a student needs more help after the review the teacher will
hand scrap paper and color pencils to draw for every problem.
(Alternative Strategy)
Closure:
10.
11.

The teacher will put a final problem on the board.

The teacher will have the class solve the problem as an

exit ticket.
12.
The teacher will then ask the class what they learned about
writing fractions? Anticipated responses-(What a fraction is,
numerator and denominator)
13.
The teacher will then state that today we learned what a
fraction is and how to figure out what is a numerator and a
denominator in a fraction.
14.
The teacher will then state that tonight for homework you
will be about fractions
Assessment:
Formative:

Students will be formatively assessed when they solve on their

clean sheets of paper

Individual measurability:

Individual measurability takes place when students are called up

to solve on the board.

Summative:

On the next unit test students will be solve fraction problems by

using different methods.

Differentiation:
Content

The use of the board will help visual learners see the problems
up and understand better as the teacher goes over fractions
(Learning styles)

Process:

Students who are having a difficult time will go to the back table

for review. (Input)

During guided practice students can look at problems solved on
the board for a reference. (Classroom organization)

Product

Students that are struggling will use color pencils as a guide.

(Varying task)