Rowad Al Khaleej International School

Daily Lesson Plan

Subject: Math
Teacher: Mrs. Alyssa VanBibber
Academic Year: 2015-2016
Date (s): 3/6/16 3/10/16
Grade: 3
Week/period: 25
Objective: By the end of this lesson, SWBAT:
Recognize regions that have been divided into equal-sized parts and draw pictures to show regions divided into equal-sized
parts.
Recognize fractions describe the division of a whole region or set into equal parts.
Compare visual models of fractions that have an equal whole, but different equal parts by creating visual models or using
manipulatives.
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
Standards
parts; understand a fraction a/b as the quantity formed by a parts of size 1/b
CCSS.Math.Content.3.NF.A.3.c: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers
CCSS.Math.Content.3.NF.A.3: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size
CCSS.Math.Content.3.NF.A.3.a: Understand two fractions as equivalent (equal) if they are the same size, or the same point on a
number line
CCSS.Math.Content.3.NF.A.3.d: 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 ...
CCSS.Math.Content.3.NF.A.3.b: Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the
fractions are equivalent, e.g., by using a visual fraction model

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Learning
Strategies
(Details below)

Cooperative/
Collaborative

Active
Learning

Teaching
Instructions/
strategies
(Details below)
Assessment strategies
(Details below)

Technology
(Explain)

Experimental
Instruction

Informed
Learning

Problem based
learning

Direct
Instruction

Case Study
Teaching

Interactive
Instruction

Formative
Quick Check 12.1
Exit Tickets
Activities
Smart board
Pearson

Peer-led
Discussion

Teacher
prompted
Instruction

Others
(explain)

Indirect
Instructions

Group
project

Others
(explain)

Summative
Topic 12 Test

Internet search

Other (please name)

Although you will have times when your classroom is Teacher-centered the majority of your teaching activities and strategies
should be learner-centered. Learner-centered teaching means the student is at the center of learning. You assist the student in
assuming the responsibility for learning while you facilitate the learning. Thus, the power in the classroom shifts to the student.

Warm-up/ice-breaker

Exploration/explanation

Assessment

Blooms
Taxonomy/Depth
of Knowledge

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Sunday
Complete Review p. 275, #1,
2, 3, 4, 6, 9, 11, 12

Sunday
Use Pearson-Learn for 12.1
1. Classwork
Guided Practice (Textbook p. 276)
1. Group/Pair Work
Independent Practice (Textbook p. 277)
1. Students complete 6 problems
Exit Ticket
On an index card, have the students solve the
Problem of the Day.

Sunday
HW
Workbook 12.1

Monday
Problem of the Day 12.2

Monday
12.1 Activity Can create a story about one of
the fractions on p. 277, Create their own
fraction textbook from p. 277, create pictures
of different food that use certain fractions
they saw on p. 277, etc.

Monday
HW
Workbook 12.2
Skyward:
3.NF.a.1
Recall, Interpret,
Solve, Calculate,
Find Patterns,
Conclude, Write

Use Pearson-Learn for 12.2

1. Classwork
Guided Practice (Textbook p. 278)
2. Group/Pair Work

Tuesday
Quick Check
12.1

Tuesday
Use Pearson-Learn for 12.3
2. Classwork
Guided Practice (Textbook p. 280)
3. Group/Pair Work
Independent Practice (Textbook p. 280)
2. Students complete 6 problems
Exit Ticket
On an index card, have the students solve the
Problem of the Day

Recall, Interpret,
Solve, Calculate,
Find Patterns,
Conclude, Write

Tuesday
Quick Check
12.1

Recall, Interpret,
Solve, Calculate,
Find Patterns,
Conclude, Write

Skyward:
3.NF.a.1

Recall, Interpret,
Solve, Calculate,
Find Patterns,
Conclude, Write
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Please map your

lessons using Depth
of Knowledge with
Blooms Taxonomy
to guide your
classroom activities
and strategies for
higher order
thinking.

Wednesday
Make a paper trifold and ask
students what fraction the
trifold makesthen lead with
the question of lets find out if
we are right. Begin lesson,
once complete come back to
trifold and pose the same
question. Have students
answer on a scrap paper for
collection.

Wednesday
Use Pearson-Learn for 12.4
3. Classwork
Guided Practice (Textbook p. 282)
4. Group/Pair Work
Independent Practice (Textbook p. 283)
3. Students complete 6 problems
Exit Ticket
Can they solve the trifold question?

Wednesday
HW
Workbook 12.4

Thursday
Problem of the Day

Thursday
12.5 Fraction Strips activity (can use your
fraction tiles too) see TE 284B
Guided Practice (Textbook p. 284)
1. Group/Pair Work
Independent Practice (Textbook p. 285)
2. Students complete 6 problems

Thursday
HW
Workbook 12.5

Blooms Taxonomy and Description

Remembering: Label, list, match, recall, select, state, underline
Understanding: Describe, explain, interpret, summarize, paraphrase
Applying: Complete, organize, solve, calculate, compute, use
Analyzing: Categorize, classify, find patterns and relationships, compare
Evaluating: Judge based on criteria, support, conclude
Creating: Compose, formulate, hypothesize, write

Skyward:
3.NF.a.2.b
3.NF.a.3
3.NF.a.3.a
Depth of Knowledge
Recall and Reproduce, Skill and
Concepts, Strategic Thinking,
Extended Thinking
(See description and activities in
attached guide.)

Reflection

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Compiled by NLE-2014