Lesson Plan Date: February 11, 2021

Topic: Partitioning a whole into equal parts

Standards: 3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a
unit fraction of the whole. For example, Partition a shape into 4 parts with equal area. And
describe the area of each part as ¼ of the area of the shape.

Objectives: Students will specify and partition a whole into equal parts, identify and count unit
fractions using concrete models.

Materials:
Smartboard
Whiteboards
Expo markers
Dry erase cloths
Pencil
Math worksheet
12” Ruler
Two clear plastic cups
Water
Food coloring of your choice
2-12” x1” strips of construction paper

Vocabulary:
Fractional units
Equal parts
Fraction
Whole
Halves
Fourths
Thirds
Sixths

Description: Time: 9AM-10:10 AM

Anticipatory set:
I will begin my lesson by asking students “ how many students are in our 3rd grade class? (12)
How many students are boys? (5) How many students are girls? (4) “What fraction of our class
are girls?” (4/9). I will then instruct students to get out their math materials and a pencil. I will
show a picture of a whole pizza. Then I will show a picture of a pizza with two slices missing. I
will ask the students what is the new fraction?

Instruction:
I will instruct students to measure their papers “whiteboard”. I will tell five students to measure
using centimeters and four students to measure using inches on their ruler. We will compare
answers as a class. I will ask the following questions:
a. Which is a larger unit- an inch or a centimeter?
b. Which unit of measurement would give you a larger number - an inch or a centimeter?
c. Measure one different item ( ) using a different unit of measure. If you used inches
before, I want you to now use centimeters. If you used centimeters before, I now want
you to use inches.

Guided Practice:
I will guide the students on how to make a fraction strip using construction paper. I will use
pictures up on the smartboard for students to visually see where the marks will go as well as use
a projector as I mark my fraction strip. This will help students follow along with me to make the
fraction strips.We will use these fraction strips in lessons to come during this math unit. I will
show the students as a whole, two equal parts using two clear cups and colored water. Making
marks to show the one, then two parts. Students will discuss how they can make sure the middle
mark shows half of the liquid. Students will then compare the strip and liquid showing 2 equal
parts.

Independent Practice:
Students will work on a worksheet where they will be asked to use pictorial models to name
fractions.Students will work independently and quietly to complete the worksheet.

Closure:
I will gain the students attention by saying “If you can hear my voice, clap once, if you can hear
my voice stomp twice, and if you can hear my voice wiggly in your seats three times” . If I have
a string that is 12 inches long, I want to cut the string into three equal pieces, what will be my
fractional unit? If I share the string with Mrs.Whetton and Mrs.Hurst, what fraction will we each
receive?

Assessment:
As students participate in classroom discussion and solving math problems I will be able to
know which students are comprehending the lesson and those students who may struggle. I have
noticed that it is challenging to read my students facial expressions. I have paid close attention to
body language, slouched posture, head down on the desk, and eyebrows inward. These signs tell
me when students are struggling besides raising their hand to ask for help. I often use thumbs up
or thumbs down during my lesson to make sure the class is following along. I like to assess
students' knowledge by breaking down the question and have students answer part of the
question to reflect on their thought process; how they reached the answer they gave instead of
giving one answer.

Differentiation/Accommodations:
I have a few students who need more time than others to complete a problem. These students I
use repetition and repeat steps if needed to give students the opportunity to understand what is
asked and time to solve the problem. I will call on these students to solve part of the problem and
if they have difficulty solving the math equation I say “would you like to call on a classmate to
help”. I will ask students to explain the different steps to solve for the area. This will tell me
which students are struggling and where they are having a hard time. Students who have finished
the worksheet can work on an exit ticket that contains three problems where students will shade
in 1 fifth, 1 sixth, and name fractions represented by the shaded parts.

Reflection
Today was a good day for math! The lesson began by creating two fraction strips. These fraction
strips will be used later in the unit to solve and understand fractions. Part of a whole. The class
worked step by step to measure and mark each side of the strip of paper. Drawing a line to
connect the marks on both sides. Then fold the paper into its unit. One strip is a fourth and the
second strip is a sixth fraction strip. It took half of the lesson to create the fraction strips but it
was helpful to work through with the students to understand fourths, thirds, and sixths.

This first lesson is to identify and partition a whole into equal parts. Students identify and count
unit fractions using models. The students performed very well, identifying the whole in each
strip as one third, one sixth, and one fourth.

Using a ruler the students used centimeters and the other half used inches to measure one side of
their math books. We discussed which unit is larger- an inch or centimeter? Which unit would
have a greater number when measuring the book?

Students then were given instruction to work on their problem set. The first picture was
completed for the students. It was labeled 1 half. With half of the pitcher filled. As a class we
shaded the second pitcher 1 fourth. drawing three lines to make four equal parts, the shaded part
being one. The third pitcher was 1 third. Students worked independently as they shaded in one
third. Drawing two lines to make three equal parts.

Using the guided method, drawing one whole on the smartboard, I asked the students how can
we make this rectangle into two equal parts? How many lines did you draw to make two equal
parts? What is each part? One half.
Using a 12 inch wood log, I asked students how can we find two equal parts if the wood log is
cut into 6 inch lengths? Asking what fraction of the wood is one piece? This allowed students a
visual of the log by drawing it on the board. They were able to talk to a partner to share ideas,
and use multiplication to find 12/ 6=2. Two pieces of wood each 6 inches. 6 inches is half of 12
inches. One piece is one half of the wood. Overall, today the students demonstrated they
understood how to use the fraction strip and how to break a whole into equal parts.