5EsLessonPlanning:EatingyourwayThrough

Fractions

Lesson: #1 #3Draft #3Final

(circleorhighlightappropriatelesson)

Name:SuzanneCardenas Course/GradeLevel:3rdgrade

MentorTeacherName:LauraGarcia

Standard(s)Addressed:
CAStandards:
CCSS.Math.Content.3.NF.A.1
Understandafraction1/basthequantityformedby1partwhenawholeispartitionedintob
equalparts;understandafractiona/basthequantityformedbyapartsofsize1/b.

CCSS.Math.Content.3.NF.A.3.Explainequivalenceoffractionsinspecialcases,andcompare
fractionsbyreasoningabouttheirsize.

CCSS.Math.Content.3.NF.A.3.B.Recognizeandgeneratesimpleequivalentfractions.E.g.
=2/4/4/6=2/3.Explainwhythefractionsareequivalent.E.g.byusingavisualfractionmodel.

LessonObjective
1)Whatwillstudentsdiscover?
Studentswilldiscoverthatfractionsareequalpartsofawhole,fractionalpieces
togethermakeawhole,thedenominatordeterminesthenumberofpiecesneeded
tomakeawhole,asthedenominatorincreasesthesizeofthepiecedecreases.

2)Howwilltheydiscoverit?
Studentswilldiscoverequivalentfractionsbymakingtheirownfractionswitha
numberline.

3)Howwillyoumeasuretheirunderstanding?(Usemeasurableverbs.)
Studentsunderstandingwillbeassessedbycreatingtheirownfractionsusingthe
materialsthataregiventothemandthefractionsthatwerediscussed.Studentswill
beabletoidentifyequivalentfractionsbyknowinghowtocrossmultiply.

UsetheabovetohelpyouwritetheContentObjective.
Studentswillbeabletounderstandequivalentfractionsbyusingcrackersasan
activityanddemonstratethisknowledgebyhavingtheirownfractionmodels.
MaterialsUsed(bespecific):

5boxesofGrahamCrackers
1posterpageforstudentstowritedowntheirideasofequivalentfractionsas
aclassposterwheretheywillbeabletohangitup
1rolloftape
Usedtheprojector.
Usedpencilsandcrayonsthatwerealreadygiventothemattheirdesk.

ClassroomManagement(howwillyougettheattentionoftheclass?;passout
andcollectsupplies?;willstudentsbeworkingwithapartner?ingroups?
when?):

Advancepreparation:
Assemblingtheposterontheboardforstudentstoseethatwewillbedoingan
activitytoday.Markerswillbesetoutonatableforeasyaccess.Thecrackerwill
beready,butwillbeoutofstudentssight,becausethecrackerswillbea
distractionforthem.

DuringtheLesson:
Studentswillbeworkingingroupsof2fortheexploringactivity.
Toolsweregiventothembeforehand,beforeenteringtheclass.
StudentsattentionwillbecapturedbyusingaCallandResponseapproach:
MACARONIANDCHEESE,EVERYBODYFREEZE!
Ifstudentsneedassistance,theteacherwillbecomingaroundtogivethem
startingpoints.
Duringtheexplanationphase,onestudentfromeachgroupwillbesharingwith
theclasswhileteachersandstudentslisten.

ENGAGE:ConnecttoPriorKnowledgeandExperience,CreateEmotionallySafe
LearningEnvironment,ExciteStudentsaboutTodaysLearningObjective

Estimatedtime:3minutes

DescriptionofEngage:Whilestudentsarethinkingaboutwhatafractionis,theteacher
willpresentaproblemontheprojectorforstudentstoseeandaskrealworldquestions,
suchasbringinguptheirfavoritesnackoraquestionthatthestudentscanrelateto(such
asbrownies).Teacherasksstudentsavarietyofquestionsonhowmanybrowniesyoucan
eat.Teacherthenasksstudentshowmanybrowniesdotheyusuallyeatandintroducethe
lessonplanonequivalentfractions.

TeachersRole TeacherQuestions StudentsRole&

AnswerstoTeacher
Questions
1).Theteacherwillask Studentsanswerswill
studentsaboutwhata Theteacherwillbeginby vary!
fractionis. askingstudentstorespond
tothequestion,"Whatisa Possibleanswer:Doesnt
2).Havestudentsanswer fraction?"intheirmath afractionmean
yourquestionandask journals. __________?
themwheretheyfind
fractionsintherealworld. Whenourparentsmake
3).Askstudentswhere abatchofbrowniesdo
theymightencounter wealwaysalloftheit?
fractionsoutsideofthe Howmanybrownie
classroom Possibleanswers:YES!
slicesdoweeatusually?
Theteacherpresentsthe OrNO,weeatpartofthe
Howcanweuseyour pizza!Wemighthalfofit
problemonthe answerandturnitintoa orsomeofit!
projectorforstudentsto fraction?
see.Thereare3piesthat
areshadedinandwe Teachersays:Letssay Studentresponse:A
needtofindwhichones wehaveequalparts.What wholenumberis1,2,3.
areequivalentfractions. arethosepartscalled?
(halves).Since STUDENTS:
Kindergartenwehave EVERYBODY
beenlearningaboutwhole FREEZE!
numbers.Whatisawhole
number?

Teacher:Ladiesand
gentleman!Macaroni
andcheese!!!Iwould
likeforyoualltothink
aboutwhatpartofthe
shadedareamakesup
thefractionandoncewe
figurethatout,howwill
webeabletoknow
 wheretoputthefraction
onthenumberline?

EXPLORE:HandsOnLearning,ContextualizeLanguage,UseofScaffolding(Graphic
Organizers,ThinkingMaps,CooperativeLearning),UseofMultipleIntelligences,Checkfor
Understanding
Estimatedtime:10minutes

DescriptionofExplore:Theteacher'sresponsibilityiscrucialduringthisphase.Teacher
mustcirculateandaskstudentswhattheyarediscoveringandprobefordeeperthinking.If
studentsaregettingthebasics,thenusesomeoftheadditionalobjectivestoprobethem.
Youcouldallowgroupstogosharetheirdiscoveriestoothergroupsthathavemadethe
samediscoveries.Itisimportantthatstudentshavetimeto"figure"thingsoutontheir
own.Materialwillbegiventothemattheirdesktoallowmoretimeforexploration.Atthis
time,theywillbeworkinginpairstofinishtheworksheetandiftheyhaveanyquestions
theywillbeaskingtheteacherorMs.Garciaforhelp.
TeachersRole TeacherQuestions StudentsRole&
AnswerstoTeacher
Questions
1).Theteacherwillhave Theteacherwillbe 1. Studentswilllisten
studentsworkonthe circulatingtheclassand totheteachers
worksheetthatwas askingquestionssuch directions.
handedtothem. as: 2. Studentscanask
(WorksheetthatKrislet questionsifstuck
meborrowformylesson 1).Doesanyoneneed onsomething.
plan). assistance? 2.Studentswillbe
2.Studentswillworkin 2).Whatareyouall workinginpairs,with
pairsandhavetimeto seeinginthisactivity? someonenexttothemto
talkamongsteachother Canyoutellmeany workonproblems.They
toworkoutthe differencebetweenthe willbecompleting
problems. numberontop?The explanationswith
3.Teacherwillbe numberonthebottom? sentencestarters,that
walkingaroundtoseeif areprovidedtothemon
studentshaveany theworksheet.
questionsandgive
startingpointsfor
students.Teacherwill
alsoclarifyfortheclass.
EXPLAIN:Listening,Speaking,Reading,andWritingtoCommunicateConceptual
Understanding,DefineVocabulary
Estimatedtime:15minutes

DescriptionofExplain:Theexplanationwillbeaftertheactivity.Theywillbetoldthat
theydidagoodjobfindingdifferentwaysofcreatingequivalentfractionsandthepatterns
inthosefractions.Nowtheywillhavetheopportunitytosharetheirresultswiththeir
classmates.

TeachersRole TeacherQuestions StudentsRole&

AnswerstoTeacher
Questions
1).Theteacherwill 1).Describeinyourown Possibleanswer:They
selectstudentstoshare wordswhatitmeansfor aredifferentfractions
theresultsoftheir twofractionstobe thatnamethesame
exploration.Teacher equivalent. number?
willbeintentionalabout 2.Howcanyouidentifyif
twofractionsare
whotheychooseto Possibleanswer:iftwo
equivalent?
share;lookforstudents ormorefractionsname
3.Howdoyouknowthat
whohavefound thesameamountor
4/6=2/3
interestingandunique whenthesamepartofa
patternsaswellas wholeisshaded
studentswithcommon
misconceptionsthat Possibleanswer:Ifyou
needtobeaddressed haveasetof6itemsand
withtheentireclass youtakefourofthem
thatwouldbe4/6.You
canmakethe6into
groupsof2.Sothen
therewouldbe3groups,
andthe4wouldbe2
 groupsoutof3groups.
Thatmeansitwouldbe
2/3.

Possibleanswer:CanI
domultiplicationfor
solvingequivalent
fractionstoo?

Possibleanswer:Whatif
Icantfindthefractions
onmynumberline?

EVALUATE:ThinkingMaps,SummarizeLessonandReviewVocabulary,Varietyof
AssessmentTools,GamestoShowUnderstanding,TestStudentsontheLearningObjective
Estimatedtime:10minutes
DescriptionofEvaluate:Studentsareaskedtoworkinpairs.Theywillbeabletocomeup
totheprojectorandworkouttheproblem.Onepersonatatimewillbeabletocomeup
andsolvethesolution.Thisway,studentswillbeabletocollaboratewitheachother.
TeachersRole TeacherQuestions StudentsRole&
AnswerstoTeacher
Questions
1.Theteacherwillask 1).Studentwillalsoget
studentstoanswerthe 1).Howcanyouidentify feedbackasotherstudents
wordproblemthatwas iftwofractionsare aresharingtheir
giventothemwiththeir equivalent? discoveries,checking
partner. themagainstthingsthey
2).Howdoyouknowthat wroteintheirown
2.Teacherwillgive
thisfractionisequivalent journals.Duringthe
studentsthechanceto
tothisfraction? sharingtime,theycanadd
workinpairsonceagain
(EXAMPLE:4/6=2/3) newdiscoveriestotheir
toworkontheproblem. ownmathjournals.
3.Thenwillcallonone 3).Canyoulistthree
pairtocomeupand fractionsthatare 2).Possibleanswers: If
sharetheiranswerwith equivalenttothisfraction. twoormorefractions
theclass. (EXAMPLE:3/5) namethesameamountor
whenthesamepartofa
4).Whatdowecallthis wholeisshaded.
fractionalpiece?
6/10,12/20
 5).Whatdiscoveryhave Studentsanswerswill
youmadeaboutfractions? vary,dependingwhat
youaskthem.
6)Wherearefractionsin
therealworld?

7)Whatdoyounotice
aboutthenumberonthe
bottom(thedenominator)
andthesizeofthepiece?

EXTEND/ELABORATE:GroupProjects,Plays,Murals,Songs,ConnectionstoReal
World,ConnectionstoOtherCurricularAreas
EstimatedTime:5minutes

DescriptionofExtend/Elaborate:Teacherwillbehandingoutstudentsasheetofpaper
called,Nomatterhowyousliceit,theamountofcrackersyoueatwillstillbethesame
and(STUDENTSNAME)sFractionwall.Theywillreceivetheirownpersonalized
fractionwall.Theywillbeabletousethisjustincasetheygetstuckonawordproblem
duringclass,whenworkingonhomework,oranyreason.Theteacherwillthenreadabook
andendthelessonplanwithaQandA.

TeachersRole TeacherQuestions
StudentsRole&
AnswerstoTeacher
Questions
1).Studentswillactively
1).Theteacherwill 1).Doesanyonehaveany listentoteacherandother
concludelessonwithQ questions? studentquestions.
&A. 2).Studentscanask
2).Theteacherwillbe questionsthroughout
handingoutworksheets readingtime,incasethat
onFractionstostudentsto theydontunderstand
takehomeforfuture something.Theteacher
references. canclarifyforthem.
3).Studentscanusethis 3)Studentshavethe
worksheetforhomework, chancetoreadthebook
practice,orhelpingthem aloud,andpopcorn
usethesewordsoutsideof read.
class.
4).Teacherwillthenread
abookcalledApple
FractionsbyJerry
Pallottatostudents.