Marcella Staropoli

Maurice Hawk School

Mrs. Joan Reil- Third Grade
Lesson for Tuesday, February 3, 2015
Math: Introduction to Fractions (45 minutes)
RATIONALE:
The purpose of this lesson is for students to learn that fraction are all around them.
Fractions can be represented as part of a set or part of a whole. As well as the
mathematical terms (numerator and denominator) associated with them. (As well as
providing a pre-assessment for future pacing and planning.)

STANDARDS:
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.G.A.2
Partition shapes into parts with equal areas. Express the area of each part as
a unit fraction of the whole. For example, partition a shape into 4 parts with
equal area, and describe the area of each part as 1/4 of the area of the
shape.
SOURCES:
http://illuminations.nctm.org/Lesson.aspx?id=1724
enVision Math: Understanding Fractions by Scott Foresman and Addison Wesley
OBJECTIVE:
Demonstrate understanding of fraction relationships by representing
fractions in a variety of ways
MATERIALS:
Easel board with markers
Sheets of construction paper in six different colors (cut into three 6 24 strips;
each child will need six strips, one of each color)
Scissors (One for each child)
Pattern Blocks
PROCEDURE:
Introduction:
I don't want you thinking that you will only use fractions in math classes. Fractions
are around you every day of the week. Do you know about that container of milk in
your refrigerator? It is probably a half gallon. Drinks you buy in the store might come
in half-liter bottles. When you want to buy some food at the deli, you might ask for a
quarter or half a pound. Your parents probably think about how much gas they have
every day. It's great to have a full tank, but they also know if they have three
quarters, a half, or a quarter of a tank left.

 I will draw a mind map web in the center of the chart paper and call on students to
share their thinking brainstorming in front of you. While I add ideas to the chart they
can add to their math log.
Lesson Development: Pose Questions to whole class.
Where do we see fractions?
What does a fraction look like when it is written? What do the numbers mean?
What vocabulary words do we need to explain parts of fractions?
A fraction represents part of a whole. I will draw a circle split into 4 equal
sections. Then I will write a fraction with a 4 as the denominator.
The bottom number of a fraction is called the denominator. This number
indicates the number of equal parts the whole was divided into. Then I will color 1
section of the circle and write 1 in the numerator spot.
The top number is the numerator. This number indicates how many equal parts
the fraction represents. So in this fraction , the whole was divided into 4 equal
parts. The fraction represents 1 of those parts. I will label the parts of a fraction on
the easel with their definitions and students will copy it down in their notebooks.
Practice: Students use pattern blocks to show what they know about fractions. Can
they create pictures objects and identify fraction amounts? Or Have them make a
fraction sundae. Construction paper and ice cream templates for strawberry,
chocolate, vanilla.

Conclusion:
Present fraction sundaes to the class. Ask students what are the following:
numerator
denominator
fraction
ASSESSMENT:
For homework, there will be three different worksheets (supplied in envision
Math) Each worksheet is leveled differently. (Mrs. Reil will help me to determine
what students get.