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# 1

## Sarah Paramita Fraction

10 days (35min/day) Grade 3 - Math
Fractions in Life
Subject Area Developmental Profile
Math Cognitive:
Grade Level The students are in the cognitive level where they have been trying to
Grade 3 make sense the reality in which the sensory input is transformed,

Summative Objective reduced, elaborated, stored, recovered, and used inside the classroom.

## 1. Students will be able to

identify and modify Social:

fractions in the context of In this age level, the students are developing their social skills. Thus, it

education. is part of the teachers task to provide ways for them to improve their

## apply the methods and

strategies in solving Layer of Understanding:

Fractions problems in Throughout the learning process (until this point), the students have

daily live. been trying to understand the basic concepts that could help them to
make life meaningful, especially in making sense of this world.
Consequently, the teachers are ought to be the storytellers of a great
stories who could include objectives in any activities that they do,
instead of just attaining the objectives straightforwardly.

## Main Idea (Claim)

The students will find the coherence between fractions and the reality. The teachers expectation is that
the students will find numerous strategies to solve the fractions problem independently.

Biblical Perspective
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Sarah Paramita Fraction
10 days (35min/day) Grade 3 - Math
Psalm 8: 3
When I consider your heavens, the work of your fingers, the moon and the stars, which you have set in
place.
God created the universe with natural laws which He has set according to its own purpose. God had His
own pattern when He created the world. Thus, Mathematic with everything in it (numbers and fractions)
is not a lesson that came out of nothing. Having said this, the students will be able to see the connection
of Math and Gods truth. Thus, they could appreciate the order and reliability in Creation; will see the
sense of awe and wonder at Gods Creation; will respect for truth in all its forms.

## Knowledge Skills Dispositions

The learner will: The learner will be able to: The learner will value:
Identify different type of Construct different types of Fractions are used to represent the
fractions (K-1). fractions (S-1). whole part relationship (D-1).

Label each fraction according Modify proper fractions to The methods and strategies of
to its own value (greater than, improper fractions and vice solving Fractions problems in daily
less than, and equivalent) (K- versa (S-2). live (D-2).
2).

fraction (K-3).

## Enduring Understandings Essential Questions

Fractions are essential in our lives because we What is the definition of fraction?
will always find it and use it necessarily in our How do you see the relationship between the
daily lives.
whole numbers and fractions?
Fractions are to be used as one of the basic Math
skills that the students should be able to What are the different types of fractions?
understand in order to calculate anything using How can we prove that fractions are both the
Math operations.
same and different?
How do mathematical operations relate to
fractions?
How can understanding fractions help us to
make sense of the world?
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Sarah Paramita Fraction
10 days (35min/day) Grade 3 - Math

## Formative Objectives Summative

Objectives Assessed
Assessments Assessed Assessment(s)
Pre - Exam Identify different type of Math Journal All objectives.
fractions, label each Fractions
fraction according to its
own value, compare and
contrast each fraction,
identify different type of
fractions.

## Worksheets to Label each fraction Exam All objectives.

identify and modify according to its own value,
fractions compare and contrast
each fraction, construct
different types of fractions
, and modify proper
fractions to improper
fractions and vice versa.

## Opening Games and All objectives.

Math Centers

Schedule
Day Schedule of Schedule of Schedule of Schedule of Activity
Topics Objectives Summative Idea
Assessments
1 Fractions Students will be able to Cutting several shapes
represent whole create, name, and into different types of
part relationship. write fractions to build fractions.
wholes in different
ways.
2 Set of Fractions Able to construct 3 Centers of Set of
and solve a simple Fractions using three
real life problem different materials listed.
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Sarah Paramita Fraction
10 days (35min/day) Grade 3 - Math
using the set of - Unifix Cubes
- Color Pencils and
fractions.
Markers
Identify the fractions - M&Ms
of a set of objects and
the total of the
objects.
3 Read and write Students will define Pizza Problem, where the
equivalent equal fractions while students will compare
fractions. using accurate one box to the other box.
vocabulary terms.
4 Convert the Students will be able Multiplication Table on
improper to convert the the bulletin board,
fractions and improper fractions answered by the students.
compare it. into proper fractions. Before they know how to
Students will be able convert the fractions,
to identify unit they will be reminded
fractions and with the lower level of
recognize that the multiplication.
comparisons are valid
only when the two
fractions refer to the
same size whole.
5 (Review all the 4 Students will be able to First Math Journal to be Digital story telling by
previous topics), create, name, and submitted. the teacher
Pre Exam write fractions to build (http://www.glencoe.com
followed after wholes in different /sites/common_assets/ma
review. ways, thematics/ebook_assets/v
Students will be able to mf/VMF-Interface.html).
convert the improper The story will include all
fractions into proper the topics from day 1-4.
fractions,
Students will be able to
identify unit fractions
and recognize that the
comparisons are valid
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Sarah Paramita Fraction
10 days (35min/day) Grade 3 - Math
only when the two
fractions refer to the
same size whole.
6 Order fractions. The students will be Order Fractions Games.
able to identify which The students will stick a
fractions should be paper that has a fraction
place first.
on it to their chest. The
teacher will mess up the
order of the fractions,
while the students will re-
arrange it into the right
order.
7 Addition and Students will be able to Butterfly Fractions.
fractions. will also be able to
express their
developing
understanding of
quantities.
8 Multiplication Students will be able to Dice: Fractions Games
and division multiply and divide
fractions fractions by finding
the common
denominator and cross
multiply the fractions.
9 Use simple Students work in a real Math Centers
fractions names world context,
in real life demonstrating how
situation. fractions are built out
of unit fractions.
10 Final Exam in Second Math Journal to Math Centers
the beginning of be submitted.
the class. Final Exam.
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Sarah Paramita Fraction
10 days (35min/day) Grade 3 - Math

## Lesson 1: Whole in the Fractions!

Unit Overview
Main Idea (Claim) Summative Assessment
Psalm 8: 3 Mini Math Journal,
When I consider your heavens, the work of Final Exam.
your fingers, the moon and the stars, which
you have set in place.

## The students will find coherence between

fractions and the reality. The teachers
expectation is that the students will find
numerous strategies to solve the fractions
problem independently.

## Guiding Questions Objectives (know/understand/do/value)

What kind of number is a fraction? The student will be able to. . .
What are the ways fractions can be Read and write fractions.
represented? Reason using fractions.
Use and create different models to represent fraction
in the number line.
Time Instructional Procedures and Strategies
Beginning the Lesson
3 min Brainstorm the lesson by showing them different numbers on the slide show.
5 min Make the students talk about the numbers in pair. Help them to find out about the part of
the numbers that they have been used.
2 min Direct the students to talk more about fractions.

## Developing the Lesson

10 Show several shapes and label it according to its own fractions. Have them imagine the
min fractions from the shapes. Explain to the students by giving several explanation and
examples of the fractions on the shapes.

## Closing the Lesson

10 The students will be given a printed paper that has different kind of shapes that will form
min different fractions. After they cut them all they need to paste it to their Math Journal
according to the name of the fractions.
5 min The class will end by constructing the students thoughts about todays learning. In the end
the whole classroom will recite it together.
Fractions come from a simple number.
Formative Assessment Differentiation
Cutting the shapes into different fractions. Cooperative Learning: working in pair.
Individual: cut the shapes, label the fractions of the
shapes, and paste it to the Math Journal.
Resources
Printed Shapes, glue stick, and scissor.
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Sarah Paramita Fraction
10 days (35min/day) Grade 3 - Math

## Lesson 2: Group of Fraction (Set of Fraction)

Unit Overview
Main Idea (Claim) Summative Assessment
Psalm 8: 3 Math Mini Journal,
When I consider your heavens, the work of Final Exam
your fingers, the moon and the stars, which
you have set in place.

## The students will find coherence between

fractions and the reality. The teachers
expectation is that the students will find
numerous strategies to solve the fractions
problem independently.

## Guiding Questions Objectives (know/understand/do/value)

What does it mean by a fraction of a set of The student will . . .
object and a total fraction? Identify the fractions of a set of objects and the total
How do the students see a relation between of the objects.
simple real life problems with the group of Able to construct and solve a simple real life
fractions? problem using the set of fractions.
Time Instructional Procedures and Strategies
Beginning the Lesson
3 min Brainstorm the lesson by showing them some of the provided pictures on the slide show.
10 Create a learning environment in the classroom where all the students can visit 3 different
min centers (sections).
- Center 1: Unifix Cubes
- Center 2: Color Pencils and Markers
- Center 3: M&Ms
The students will be divided into 3 different groups and each group will have a chance to
visit each center for 3 minutes.
In the center, the students will see an Opening Group of Fraction Riddle. Within the
group, they will find out what kind of fraction (one) should they come up with to solve the
riddle.

## Note for teacher:

- The students should have a prior knowledge about numerator and denominator
(total).
- The teacher should always be ready to set up each center before the new group of
students come to visit each center

## Developing the Lesson

17 What Is Your Fraction? Riddle using any objects that the students can find inside the
min classroom.
- The students will work again with their group and they will need to make an original
and simple riddle to be presented in front of the classroom.
- The students will be given 5 minutes to be do the presentation (giving riddle and
included waiting for the students answer).
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Sarah Paramita Fraction
10 days (35min/day) Grade 3 - Math
Closing the Lesson
5 min The class will end by constructing the students thoughts about todays learning. In the end
the whole classroom will recite it together.
We can find fractions anywhere.
Formative Assessment Differentiation
What is Your Fraction? Riddle Constructivist: group learning where the students
have to solve the riddle about fraction and create a
new riddle, with the presentation followed.
Resources
Unifix Cubes
M&Ms
Color Pencils
Color Markers
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Sarah Paramita Fraction
10 days (35min/day) Grade 3 - Math

## Lesson 3: Equivalent Fractions

Unit Overview
Main Idea (Claim) Summative Assessment
Psalm 8: 3 Mini Math Journal,
When I consider your heavens, the work of Final Exam.
your fingers, the moon and the stars, which
you have set in place.

## The students will find coherence between

fractions and the reality. The teachers
expectation is that the students will find
numerous strategies to solve the fractions
problem independently.

## Guiding Questions Objectives (know/understand/do/value)

What does it mean by equivalent fractions? The student will be able to. . .
How do we modify fractions? Identify and modify the fractions that have same
quantity with the given fractions.
Define equal fractions and use the accurate
vocabulary terms.
Time Instructional Procedures and Strategies
Beginning the Lesson
5 min Pizza Problem, where the students will compare one whole pizza to the other pizza.
2 min Have 2 students come up to the classroom and have them choose which one that has more
slices of pizza.
3 min One of the girls should tell the whole classroom what makes a difference on the pizza.

## Developing the Lesson

13 min Direct instructions upon what it means by equivalent fractions.
Give the students a chance to come up and try to modify the fractions.

## Closing the Lesson

7 min The teacher will distribute a Work Sheet Fractions Contraption to check the students
understanding.
5 min
The students will all recite the things that they learned today
Equivalent Fraction means the same amount of fractions.

## Formative Assessment Differentiation

Work Sheet Fractions Contraption Discovery Learning: discover what makes the pizza
looks bigger.
Direct Instruction: equivalent fractions (definition
and how to solve it).
Resources
http://www.lakeshorelearning.com/general_content/free_resources/teachers_corner/lessonplan.jsp?less
onplan=equivalentFraction
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Sarah Paramita Fraction
10 days (35min/day) Grade 3 - Math

## Lesson 4: Change Me!

Unit Overview
Main Idea (Claim) Summative Assessment
Psalm 8: 3 Mini Math Journal,
When I consider your heavens, the work of Final Exam.
your fingers, the moon and the stars, which
you have set in place.

## The students will find coherence between

fractions and the reality. The teachers
expectation is that the students will find
numerous strategies to solve the fractions
problem independently.

## Guiding Questions Objectives (know/understand/do/value)

What does it mean by improper fractions, The student will be able to. . .
numerator, and denominator? Convert improper fractions to mixed numbers.
How do we convert the improper fractions? Explain how an improper fraction and a mixed
How do we compare two different number are equivalent.
fractions? Compare fractions with the same denominator.

## Time Instructional Procedures and Strategies

Beginning the Lesson
8 min Begin the class by completing the Multiplication Table to brainstorm their thinking
towards converting fractions.

## Developing the Lesson

3 min The teacher would ask several students to show some improper fractions as well.
10 min The students will be given direct instructions in converting the improper fractions.
All the students will work on the Cinverting Fractions Worksheet with the help of the
teacher.

## Closing the Lesson

14 min Change Me! Games
The students are the representation of fractions. The first group is the representation of
improper fractions and the second group is the representation of proper fractions. The
improper fractions are given a chance to be free, but in 5 minutes they have to make a
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Sarah Paramita Fraction
10 days (35min/day) Grade 3 - Math
connection with the proper fractions by making some moves. The goal of this game is to
see that improper fractions have connection with proper fractions and they are equivalent.

## Formative Assessment Differentiation

Work Sheet Converting Fraction Cooperative Learning: Change Me! Games
Direct Instruction: how to convert improper
fractions.
Resources

http://www.cpalms.org/Public/PreviewResourceLesson/Preview/31355
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Sarah Paramita Fraction
10 days (35min/day) Grade 3 - Math

## Lesson 5: Review Topic 1-4

Unit Overview
Main Idea (Claim) Summative Assessment
Psalm 8: 3 Mini Math Journal,
When I consider your heavens, the work of Final Exam.
your fingers, the moon and the stars, which
you have set in place.

## The students will find coherence between

fractions and the reality. The teachers
expectation is that the students will find
numerous strategies to solve the fractions
problem independently.

## Guiding Questions Objectives (know/understand/do/value)

What does it mean by equivalent fraction? The student will be able to. . .
What does it mean by set of fractions? Create, name, and write fractions in different ways.
How do we convert the improper fractions? Convert the improper fractions into proper fractions.
How do we compare two different Identify unit fractions and recognize that the
fractions? comparisons are valid only when the two fractions
refer to the same size whole.
Time Instructional Procedures and Strategies
Beginning the Lesson
20 min The teacher will pull out a Manipulative Virtual Website and do a story telling that will
cover topic 1-4
http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-
Interface.html

## Developing the Lesson

15 min The Pre Exam

## Formative Assessment Differentiation

Each student will be called by the teacher to Direct Insrtuction: the storytelling of topic 1-4
answer certain questions that might appear
during the story telling.
Pre - Exam
Resources

http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html
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Sarah Paramita Fraction
10 days (35min/day) Grade 3 - Math

## Lesson 6: Ordering Fractions

Unit Overview
Main Idea (Claim) Summative Assessment
Psalm 8: 3 Mini Math Journal,
When I consider your heavens, the work of Final Exam.
your fingers, the moon and the stars, which
you have set in place.

## The students will find coherence between

fractions and the reality. The teachers
expectation is that the students will find
numerous strategies to solve the fractions
problem independently.

## Guiding Questions Objectives (know/understand/do/value)

What would be the first step of ordering The student will be able to. . .
the fractions? Identify which fractions should be place first by
How would you order the fractions that finding the common denominator.
have different denominator?
Time Instructional Procedures and Strategies
Beginning the Lesson
5 min The teacher will start the class by coming up to the class with additional clothes. The
teacher will also have other teachers (that are available) to demonstrate the disorder
appearance that she will connect to the lesson today.
- Green neon shirt that will be used as fake hair.
- Flare skirt that will be used as top shirt.
- Rainbow oversized shirt that will be used as a dress.
(The clothes can be changed depending on the availability).
The teacher will act naturally without bothering her appearance and her co-teachers
appearance. Try to make the students speak up their opinions regarding the way the
teachers dress. Once the students give their ideas, brainstorm their minds to connect it with
the way they used to order the fractions.
The teacher will dismiss the other teachers.

## Developing the Lesson

3 min Construct the students knowledge by reviewing what it means by finding the common
denominator.
The teacher will give an example on the board and the students should solve it by
modifying all the fractions into the same denominator.
4 min Do a short mental math by giving the students several fractions that should be modified
into the same denominator fractions. The students will answer it in their notebook and once
they get the answer, they will write their answers on the board.
The teacher will give 3 or 4 questions.
6 min
The teacher and the students will look back to the first answer.
Help the students to observe one last step that should be done after finding the common
denominator.
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Sarah Paramita Fraction
10 days (35min/day) Grade 3 - Math
The students will all recite together the two steps (in the form of acronym F O R) that
2 min should be done to ordering the fractions.
F O R : Finding common denominator and ORder it properly.
Closing the Lesson
15 min Order Fractions Games to check their understanding. The students will stick a paper that
has a fraction on it to their chest. The teacher will mess up the order of the fractions, while
the students will re-arrange it into the right order.
They might need to do mental math first in finding the common denominator.
Formative Assessment Differentiation
Short mental Math to find common Discovery: the students are required with the initiative
denominator, to find out what are the things that have a wrong order.
Order Fractions Games.
Resources
Printed frictions paper,
Tape,
Various clothes.
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Sarah Paramita Fraction
10 days (35min/day) Grade 3 - Math

## Lesson 7: Addition and Subtraction Fractions

Unit Overview
Main Idea (Claim) Summative Assessment
Psalm 8: 3 Mini Math Journal,
When I consider your heavens, the work of Final Exam.
your fingers, the moon and the stars, which
you have set in place.

## The students will find coherence between

fractions and the reality. The teachers
expectation is that the students will find
numerous strategies to solve the fractions
problem independently.

## Guiding Questions Objectives (know/understand/do/value)

What would be the first step of adding and The student will be able to. . .
subtracting the fractions? Add fractions and express their developing
How would you utilize your Math skills in understanding of quantities.
solving the fractions word problem?
Time Instructional Procedures and Strategies
Beginning the Lesson
5 min The teacher will tell a story to the students about what it means by Order
- Order of the class schedule
- Order of drawing a butterfly
2 min The teacher will remind them about what have they learned previously about ordering the
fractions.

## Developing the Lesson

15 min The students will be introduced to the Butterfly Way of adding and subtracting the
fractions, with the proper steps.
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Sarah Paramita Fraction
10 days (35min/day) Grade 3 - Math
Closing the Lesson
10 min The teacher will distribute the Butterfly Fractions Worksheet and she will give an
example for the students by working it out together.
The students will be given a chance to finish the rest of the problem by themselves.
Formative Assessment Differentiation
Butterfly Fractions Worksheet Individual: the students will work by themselves for
the remaining problem on the Worksheet.
Resources
Butterfly Fractions http://www.moveitmaththesource.com/realfractions/butterflyfractio.html
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Sarah Paramita Fraction
10 days (35min/day) Grade 3 - Math

## Lesson 8: Multiplication and Division Fractions

Unit Overview
Main Idea (Claim) Summative Assessment
Psalm 8: 3 Mini Math Journal,
When I consider your heavens, the work of Final Exam.
your fingers, the moon and the stars, which
you have set in place.

## The students will find coherence between

fractions and the reality. The teachers
expectation is that the students will find
numerous strategies to solve the fractions
problem independently.

## Guiding Questions Objectives (know/understand/do/value)

What would be the first step of multiplying The student will be able to. . .
and dividing the fractions? Solve the problems using cross multiply method and
How would you utilize your Math skills in the rules of using it.
solving the fractions word problem? Apply the cross multiply method in dividing the
fractions.
Time Instructional Procedures and Strategies
Beginning the Lesson
5 min The students will have a mental Math about dividing numbers to brainstorm them with the
idea of cross multiply.

The teacher will provide the table as the same size with the carpet (it will be made from
particular materials). There will be no yellow boxes because the area of the answers will
be in the blank condition. The students will receive several yellow boxes that have
number on it. They will need to organize and modify this division table by themselves.
Brainstorm their thinking by asking them what they could do when they find that the
2 min
whole numbers can be divided with each other.
Then introduce the students to the idea of the cross multiplying and dividing.
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Sarah Paramita Fraction
10 days (35min/day) Grade 3 - Math
Developing the Lesson
10 min Introduce the cross multiplication method by showing it to the students through a direct
instruction.
Show the students that when we cross out one of the denominator and numerator from
different fractions (by looking to its quantity as well), we can get smaller number of
fractions.

10 min Another division method that we have to show the students are the flip and cross out the
fractions.

The teacher will write down few questions on the board and the students have to answer it
with their own, using the method that they have learned. The students could also share
their own questions to the whole classroom and all the students can solve the questions
together as a mini mental Math, that could be an initial idea of Math Tournament. The
questions and the calling out of the students might be varying.

## 8 min Closing the Lesson

Dice: Fractions Games and have them to work in pair so that they can be accountable for
each other.
Formative Assessment Differentiation
Dice Fraction Games Cooperative: each student is an accountability partner
for the other students and they have to work
cooperatively with each other.
Resources
Multiplying-Dividing-Fractions
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Sarah Paramita Fraction
10 days (35min/day) Grade 3 - Math

## Lesson 9: Math Centers

Unit Overview
Main Idea (Claim) Summative Assessment
Psalm 8: 3 Mini Math Journal,
When I consider your heavens, the work of Final Exam.
your fingers, the moon and the stars, which
you have set in place.

## The students will find coherence between

fractions and the reality. The teachers
expectation is that the students will find
numerous strategies to solve the fractions
problem independently.

## Guiding Questions Objectives (know/understand/do/value)

Can you show the teacher how well you The student will be able to. . .
have understood the Fractions? Demonstrate how fractions are built out of unit
fractions through the Math Centers.
Time Instructional Procedures and Strategies
Beginning the Lesson
3 min The teacher will have all the students gather in the Math carpet and she will remind them
with the topics that will appear on their Exam. They have to have more practice, whether in
school or home.
Then their first practice will be held during Math Centers. Each group could only do 2
different Math Centers (15 min per section) due to the limited time. They will continue it
on the following day (after the Exam).

## Math Centers (an acronym of B U I L D)

30 min Buddy Games: Build the Factions. The students will work cooperatively with their group
(15 mates and have a better practice in utilizing all of the fractional shapes (e.g. half circle, half
min @ of square, etc) in building different kinds of building.
1sectio
n) Using Manipulative: Wax Set of Fractions. The students will have to make set of fractions
using given wax with several colors.

Independent Work: Complete Math Journal that needs to have the topics that are listed
below.
- My Fractions Flipbook (1 whole, halves, thirds, fourths, fifths, sixths, eights,
and tenths, complete with the circles and rectangles to draw the fractions).
- Equivalent Pizza Fractions.
- Fractions Coothie Cathers (modify, convert, and compare fractions).

Learning about Numbers: Fractions Area Models. The students will have more practice
in shading the fractions according its own areas.
Doing Math: Butterfly Fractions. The students will add and subtract the fractions using the
butterfly way.
Formative Assessment Differentiation
Math Centers Cooperative Learning, Discovery Learning, and
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Sarah Paramita Fraction
10 days (35min/day) Grade 3 - Math
Individual Learning throughout the Math Centers.

Resources
Butterfly Fractions http://www.moveitmaththesource.com/realfractions/butterflyfractio.html
Ideas for Math Journal http://www.rundesroom.com/2012/06/math-journal-sundays-fractions.html
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Sarah Paramita Fraction
10 days (35min/day) Grade 3 - Math

## Lesson 10: Exam and Math Centers

Unit Overview
Main Idea (Claim) Summative Assessment
Psalm 8: 3 Mini Math Journal,
When I consider your heavens, the work of Final Exam.
your fingers, the moon and the stars, which
you have set in place.

## The students will find coherence between

fractions and the reality. The teachers
expectation is that the students will find
numerous strategies to solve the fractions
problem independently.

## Guiding Questions Objectives (know/understand/do/value)

Can you show the teacher how well you The student will be able to. . .
have understood the Fractions? Demonstrate how fractions are built out of unit
fractions through the Math Centers.
Time Instructional Procedures and Strategies
Beginning the Lesson
20 min Exam
The students may pursuit to the respective place to do the remaining Math Centers.

## 15 min Math Centers (an acronym of B U I L D)

(one Buddy Games: Build the Factions. The students will work cooperatively with their group
last mates and have a better practice in utilizing all of the fractional shapes (e.g. half circle, half
center of square, etc) in building different kinds of building.
for
today) Using Manipulative: Wax Set of Fractions. The students will have to make set of fractions
using given wax with several colors.

Independent Work: Complete Math Journal that needs to have the topics that are listed
below.
- My Fractions Flipbook (1 whole, halves, thirds, fourths, fifths, sixths, eights,
and tenths, complete with the circles and rectangles to draw the fractions).
- Equivalent Pizza Fractions.
- Fractions Coothie Cathers (modify, convert, and compare fractions).

Learning about Numbers: Fractions Area Models. The students will have more practice
in shading the fractions according its own areas.

Doing Math: Butterfly Fractions. The students will add and subtract the fractions using the
butterfly way.
Formative Assessment Differentiation
Math Centers Cooperative Learning, Discovery Learning, and
Individual Learning throughout the Math Centers.
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Sarah Paramita Fraction
10 days (35min/day) Grade 3 - Math
Resources
Butterfly Fractions http://www.moveitmaththesource.com/realfractions/butterflyfractio.html