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By Amy Schmerer
Math Concept: Fractions
Grade 3
CCSS.Math.Content.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.
Summarize what we have learned: Provide students with the following paragraph
frame on a strip of paper. Each student completes the frame and tapes in their math
journal. They each need to do one, but they can continue to discuss with their group.
Remind them to use their scholar words. Have students read their paragraph to a partner.
There are many ways to divide my candy bar into equal pieces depending on how
many friends I have. If I have one friend, I will divide my candy bar in _______. If I
have three friends, I will divide my candy bar in _______. Each equal piece is a fraction
of the whole.
Formative Assessment (Exit Ticket, Ticket out the Door, Show what you know):
Alex buys a candy bar and shares it equally with his 3 friends. Show how Alex and his 3
friends can each get an equal share of the candy bar.
Lesson Goal #2: Students will be able to correctly identify and label equal parts of a
whole.
Academic Language Check: Guide students in moving from the words halves, thirds,
fourths, to writing the fraction as a part of the whole:
Half = 1/2
Third = 1/3
Fourth = 1/4
Part of the whole = Fraction
Tiered Lesson: Students will be divided into two groups depending on outcomes of
lesson 1 and Academic Language Check.
Group 1: Students will work with partners to create fraction strips out of 12 inch
strips of paper using a ruler. They will create halves, thirds, fourths, sixths and
twelfths.
Group 2: Students will work with teacher to clarify misconceptions and create the
fraction strips.
Debrief: Discuss the reference charts. Guide students in labeling their fraction strips by
discussing how many equal parts they made.
Summarize what we have learned: Complete paragraph frame and read to a partner.
We have learned about dividing one whole into equal parts. We can divide one whole
into ______ pieces called _______. We can also ______ one whole into _____ pieces
called ________.
Formative Assessment: Noah, Pedro, and Sharon share a whole candy bar fairly. Which
of your fraction strips shows how they each get an equal part? Draw the candy bar below.
Then, label Sharons fraction of the candy bar.