Name​: Lauren King Subject​: Math ​Unit​: Fractions

Objective​: Students will be able to ​decompose fractions as a sum of unit fractions.

NYS Performance Indicators:

1. Read Tape Diagrams 3.OA.3
2. Addition of Fractions in Unit Form 3.NF.1

Materials: ​SmartBoard, paper, math module worksheets, fraction tiles, and pencils.

Adaptations:​ For my students with special needs, specifically ADD, checklist for tasks
throughout the lesson as well as a work plan posted on the SmartBoard during independent
practice.

Essential Question​: How can you find equivalent fractions, ​compare fractions and mixed
numbers, and generalize and reason about relative fraction and mixed number sizes.

Motivation​:​ ​https://www.flocabulary.com/unit/fractions/

Application Problem​: Students will use pictures of circles split into equal parts. They will turn
and talk to their partner about what they see and how many parts are shaded.

SCAFFOLD LEARNING ACTIVITIES

TEACH ​(12 minutes)​: ​“Today, I am going to teach you how to divide ​fractions as a sum of unit
fractions.”​ ​Students will sit next to their math partner.

Problem 1:​ Fold a strip of paper to create thirds and sixths. Record the decompositions
represented by the folded paper with addition.

MODEL ​Thinking out-loud through steps:

● T: The area of this strip of paper is my whole. What number represents this strip of
paper? S: 1
● T: Fold to decompose the whole into 3 equal parts. Draw lines on the creases you
made. Draw a number bond to represent the whole decomposed into 3 units.
● T: Tell me an addition number sentence to describe this decomposition, starting with “1
equals…” The teacher will record the sentence as students speak.
 ● T: Let’s show this decomposition in another way. The teacher will shade 2 thirds of the
paper strip.
● T: 1 = ( 1 /3) +( 1/ 3 ) + (1/ 3). Tell me a new addition sentence that matches the new
groups starting with “1 equals…” 1 = 2 /3 + 1/ 3.
● T: Decompose 5 sixths into 5 units of 1 sixth with a number bond. Give me an addition
sentence representing this decomposition, starting with “5 sixths equals …” 5/6 = 1/6 +
1/6 + 1/6 + 1/6 + 1/6 .
● T: Let’s double the number of units in our whole. Fold your strip on the creases. Fold
one more time in half. Open up your strip. Into how many parts have we now
decomposed the whole? 6.
● T: On the other side that has no lines, draw lines on the creases you made, and shade 5
sixths.
● T: Show this decomposition in another way. 5/6 = (1/6 + 1/6 + 1/6 ) + ( 1/6 + 1/6 ). Tell
me a new addition sentence that matches this new decomposition, starting with “5 sixths
equals …” The teacher will record the sentence as students speak. 5/6 = 3/6 + 2/6 .
● T: Draw a number bond and addition sentence to match. Use your paper strip to show
your partner the units that match each part. 5/6 = 3/6 + 2/6

The teacher will introduce the fraction bars on the SmartBoard. Students will be able to come to
the SmartBoard and create a fraction given by the teacher. Students will be able create
fractions they practiced in problem 1. Partnerships at their seat will be creating the fractions
with their fraction tiles.

GUIDED PRACTICE​ (3 minutes)​:​ Now solve problem two, then check your work and answer
with your partner.

Problem 2​:​ Fold two strips of paper into fourths. Shade 7 4 . Write the number sentence
created.

The teacher circulates the carpet assessing the students’ abilities to complete the guided
problem through observation. Students check their answers with their partner, then the class
checks as a whole group.

INDEPENDENT PRACTICE ​(20 minutes)​: ​Students will able to complete pages 4 and 5.
Students who need additional support with concrete materials will work with Ms. Alferi, students
on grade level will work on the SmartBoard and math book with Ms. Cortina, and the students
who need who need enrichment will work with Ms. King.

DIFFERENTIATION​: Teacher will pull 4-6 students as a small group based on on-the-spot
observations, who need additional support to complete the independent practice. The teacher
will use manipulatives (concrete learning) and modify the area models based on students’
abilities. When students complete their given independent practice, they may go to the
challenge bins and select a fraction activity.

CLOSURE/ REFLECTION

ASSESSMENT ​(5 minutes)​: S

​ tudents will independently complete the problem on a post-it as
their exit ticket. Once completed, students place their name on the post-it then place it on the
“What Stuck With You Today?” board with their corresponding name. The teacher will use the
students’ responses to help forming small-group support for the following lesson and effectively
plan for future lessons.

Question​:
1. Students will be able to name the number bond and write the number sentence
with the corresponding diagram.

HOMEWORK​: pages 6 & 7

​Day 2: Comparing fractions with the same denominator

Students will be able to compare two fractions with the same denominator.
During the model, the teacher will demonstrate how to compare fractions with the same
denominator using the fraction tiles on the SmartBoard. During the guide, partnerships
will try two examples on their iPads with the SmartBoard app. Each partner will have a
chance to complete one example. The teacher will circulate the room to check for
understanding. In independent practice, students will independently complete the
corresponding worksheet. For assessment, students will respond to the exit ticket
question on the app Padlet. Their responses will be posted in the app and displayed on
the SmartBoard.

Day 3: Comparing fractions with the same numerator and different denominators

Students will be able to compare two fractions with the same numerator. During
the model, the teacher will demonstrate how to compare fractions with the same
numerator and different denominators. The teacher will demonstrate how to compare
fractions using the fraction tiles on the SmartBoard. During the guide, partnerships will
try two examples on the drawing app on their iPads. Partnerships will draw the fraction
tiles with their fingers and notice fractions with larger denominators have smaller pieces
to create one whole. Each partnership will be able to complete an example. For
independent practice, students will play Prodigy on their iPads to practice this newly
learned skill. For assessment, students will answer an exit ticket question on their
iPads with the drawing app. The teacher will circulate to check for understanding.

Day 4: Adding and Subtracting fractions with the same denominator

Students will be able to add and subtract fractions with the same denominator.
During the model, the teacher will demonstrate how to add and subtract fractions with
the same denominator with the fraction tiles on the SmartBoard. Some students will
come up to the SmartBoard to try an example. During the guide, partnerships will
practice two examples with their fraction tiles. Each partner will try an example. For
independent practice, students will practice adding and subtracting fractions on
Funbrain on their Chromebooks. For assessment, students will complete the exit ticket
question on Padlet. Their responses will be posted in the app and displayed on the
SmartBoard.
Culminating Project: Create a picture using fraction tiles

Students will be able to create a picture using cardboard fraction tiles. For a
culminating project, students will be able to create a picture using fractions tiles and
using a rubric to guide them. For the model, the teacher will demonstrate and show
students examples of culminating projects from previous years on the SmartBoard.
For independent practice, students will create practice models on the fraction app on
their iPads. Students will save their drafts to their accounts so they can access at
home. For the assessment, students will complete the home project by creating the
scene with their fraction tiles and using the rubric to guide their designs. The rubric
consists of the lowest grade, a one, and the highest, a four. Each grade has a guide on
how to achieve that grade.