TCNJ Lesson Plan

Fractions of Collections

Student Name: Kristen Gombas

Grade Level: Third Grade

School Name: Hopewell Elementary

Host Teachers Name: Ms. Hamilton

Guiding and/or Essential Questions:

What is a collection when related to fractions?
How do we create a fraction of a collection?
What do the denominator and numerator mean when the fraction is of a collection?
Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,
possible misconceptions, prior lesson content)
Students know what numerators and denominators are, and know that fractions are equal
parts of a whole. They learned about equivalent fractions and can identify which fractions are
larger or smaller with the help of manipulatives. Students have been introduced to improper
fractions and mixed numbers. They have never identified fractions in a context, as this lesson
will place them in.
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.ELA-LITERACY.SL.3.2

Determine the main ideas and supporting details of a text read aloud or information
presented in diverse media and formats, including visually, quantitatively, and orally.
Learning Objectives and Assessments:
Learning Objectives
Students will correctly name fractions of
collections.

Assessment
Students will compose fractions based on
questions and number stories.
Teacher will for correct answers to problems
either orally or written.

Students will represent fractions of collections Students will use their counters to represent a
using counters or drawings.
collection based on a question or number
story.

Teacher will assess for accurate depiction of

fractions using counters or drawings.
Students will recognize that a collection is a
group of objects that equal one whole.

Students will represent a collection using their

counters or drawings and will respond to
questions about how many of something is in
the collection.
Teacher will assess for correct answers either
orally or written.

Students will determine the main idea of the

text by visually representing the fraction.

Students will follow along using

manipulatives to see how fractions of
collections are determined.
Teacher will assess for correct depiction of
fractions shown on each page by observing
and asking questions.

Materials/Resources: (List materials, include any online or book references and resources)
Lesson: Everyday Math 7.12
The Hersheys Milk Chocolate Fraction Book
Everyday Math computer slides
12 sets of Hershey bars made from construction paper
Counters (12 for each student)
Students: Everyday Math workbook
Plan for set-up/distribution/cleanup of materials:
I will make the paper Hershey bars before the lesson so it saves time and students do not
have to make them in class. I will collect them after the read aloud before the go back their
desks. I can place the counters on their desks before the lesson since it will begin on the rug. I
will collect them after the lesson.
Step by Step plan (numbered):
1. Lesson beginning: I will do a read aloud of The Hersheys Milk Chocolate Fraction Book to
introduce the idea of a collection of items being one whole. I will have plastic baggies with 12
construction paper pieces to give the students which will be their Hershey bars. As the students
sit for the read aloud, I will have them make sure there is enough room on the ground in front of
them. I will tell them that when we get to a new fraction at the top of the page they should show
it with their pieces. As I read, I will have them answer the questions the book asks (ex. How did
we get to the fraction of one-third?). After the book, I will tell the students we will be looking
more at this idea of multiple objects making up one whole. Before returning to their seats,
students will be instructed to return their manipulatives before returning to their seats.
2. Once students are back at their desks, I will pull up the math message. The students will use
counters or drawings to help them solve it. I will ask for students to share their responses. I will

pick one response to discuss the whole as a collection as 12 stamps. I will ask, How did you
figure out how many stamps are on each page. After taking some answers, I will a whole can
sometimes be made up of more than one thing, like 12 counters or 12 pieces of chocolate, or five
cows in a field. I will ask How is this different from other wholes we talked about. Students
should talk about how a whole was usually one thing.
3. I will define this type of whole as a collection, or a group of items. On the board I will draw a
set of 12 circles that represent stamps on a page and circle six of them. I will write 6/12 and
explain that this fraction represents a part of a whole group. What does the denominator
represent? (12 stamps of the whole collection). I will write whole collection next to the 12. What
does the numerator represent? (6 out of the 12 stamps on the page) I will write parts of the
collection next to the six.
4. Students will use their counters to solve another problem. after solving on their own, they can
compare their answers with a partner. I will ask a pair or two for their answers.
- Is the 12 stamps were divided equally among three pages, how many would be on
each page? What fraction of the stamps would be on each page? (4/12, )
- If the 12 stamps were divided equally divided among four pages, how many
would be on each page? What fraction of the stamps would be on each page? (3/12, )
5. I will ask for four volunteers to come up to the front of the room and stand in a line. This is
the whole. One child will step forward and I will ask the seated students what fraction of the
students stepped forward? What fraction of the students remained in place?
6. I will ask for two more volunteers. What is the whole? All the students will step forward. What
is the fraction that stepped forward? No students will step forward. What is the fraction of
students that stepped forward? Three students will step forward. What is the fraction of students
that stepped forward?
7. Students will return to their seats. The students will need their counters to solve some
problems. I will remind students that the total number of counters in the collection is the whole.
Students can share with a partner after they are done.
- Make a pile of 4 counters. What is the whole? What fraction of this collection is 1
counter? 2 counters? 4 counters?
- There are four counters in of the pile. Show me the whole pile?
- There are 8 crayons in 1 box. How many crayons are in are in two boxes? In 1
boxes?
8. I will pose number stories and students can use drawings or counters to help them solve the
problem.
- 6 birds were in a tree. 1 flew away. What fraction flew away? What fraction
stayed?
- Susan shared 16 stickers equally with her friend. What fraction did each person
get?
- Troy and Kamil each have 8 pencils. 2/8 of Troys pencils are broken and 6/8 of
Kamils pencils are broken. Who has fewer broken pencils? (Troy)

9. Students will turn to page 249 in their book and complete that page independently. I will
circulate to help students.
10. After students finish the page, I will tell the students to put their books away. I will tell the
students that the class is the collection. How many students make up the whole? I will instruct
the students to stand up to answer each question.
- How many students are girls? Give the fraction.
- How many students play basketball? Give the fraction.
- How many students like pizza? Give the fraction.
- Now the whole class of 18 is the whole. What fraction of the students stay in Ms.
Hamiltons room?
Key Questions (that you will ask):
What is the word for when fractions are equal?
What is another way of saying ? ?
How did you figure out how many stamps are on each page?
How is this different from other wholes we talked about?
What does the denominator/numerator represent?
What is the whole?
What is the fraction?
Logistics:
Timing: 60 mins
Read aloud: 10 mins
Math Message: 10 mins
Questions: 25 mins
Workbook: 13 mins
Closing: 2 mins
.
Transitions:
When students enter the classroom after recess, they will be told to put their things away
and take a seat on the rug. I can write this message on the whiteboard easel so they see this as
soon as they walk it. If the read aloud is done at their desks, I wont need to do this. After the
reading the book, I will have the students return their manipulatives then return to their desks.
Classroom Management:
The biggest issue with class management will be during the read aloud. Since
manipulatives can be distracting, I will tell students that we will not be playing with them or they
will be listening to the read aloud without them. I can also move students closer to me if they are
fooling around. I am going to make the sticks before hand so it does not distract them in the
beginning of the lesson.

Differentiation
Students at higher and lower levels leave for the math period, so the students left in the
class are at the same level. Students will be able to use manipulatives to help them solve
problems in their books. To explain their thinking, they can use words or draw pictures. Students
who finish the workbook page early can work on the math box page.