Lesson Plan Date: February 16, 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 by folding fraction strips.

Materials:
Smartboard
Whiteboards
Expo markers
Dry erase cloths
Pencil
Math worksheet
Fraction strips
Chromebooks

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 drawing four strips on the board. Each strip will be four, five, and
seven units long. I will shade in one, three, and six units. Then ask students to write on their
whote boards the fraction of the shaded area. Then I will share a math joke with the class that
says “ Why was the equal sign so humble? Because he knew he wasn't less than(>) or greater
than (<) anyone else''.
Instruction:
I will instruct the students to work on a word problem. They will draw three pictures to show six
equal parts, three different ways.Then do the same with halves, fourths, and eights, labeling the
fraction. Students will then turn to a partner and explain how they got the answer.
Guided Practice:
As a class I will guide students to solve the fraction worksheets in their math workbooks. We
will fill in the sentence “There are ____ equal parts in all. _____ are shaded”. Looking at the
rectangles, students will count the total number of parts, identify the denominator and numerator
to find the shaded fraction.

Independent Practice:
Students will work on a worksheet to circle models that correctly shows one third shaded.
Students will work on a word problem and draw a model showing how each person can get an
equal part.

Closure:
I will bring the attention back to me by saying “1,2,3 eyes on me” and the students will say “
1,2,3 eyes on you”. I will draw on the board a square with eight equal parts. I will ask students:

a) How many equal parts are there? Eight

b) What is the fractional unit?(Eighths)
c) If I shade in three parts, what would the fraction be? (⅜)
d) What is the fraction of unshaded parts? (⅝)

Students will log on to Zern a math program on their chromebooks to practice identifying
fractions and their units.

Assessment:
During the lesson I will use a thumbs up and thumbs down check system to see which students
are understanding the content and which students are having difficulty. At this time I can change
my pace and reteach parts of the lesson as a whole class or work one on one with those
individual students who need more instruction.

Differentiation/Accommodations:
I have three students who need more time than others to complete a problem. Often these
students need instruction broken down into smaller steps. When teaching I use independent work
time to work one on one, use repetition, and have students work with a partner. I repeat steps if
needed to give students the opportunity to understand what is asked and time to solve the
problem. Sometimes repeating a question or restating it in a different way can help students
assess the knowledge they already have. 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”.

Reflection
Today was an informative experience. I began the lesson by reviewing math vocabulary such as
numerator and denominator. Mrs.Whetton shared a music video about fractions. Today's
objective was to specify and partition a whole into equal parts, identifying and counting unit
fractions by folding strips.

During the application students were instructed to draw two pieces of paper with six equal parts.
I guided the class drawing one paper with six equal parts with five lines drawn downward.
Students were given two minutes to draw two different pieces of paper with six equal parts.

As a class folded the fraction strips into four equal parts. Then we counted 1/4th. There are four
equal parts. One part is 1/4th. I used thumbs up and thumbs down to assess students who are
struggling. Working on the worksheets in students math books, we identified the strips that are
folded to make equal parts. Then identified fractions using strips. For example, there was a
problem with a strip of six equal parts. Six is the whole (denominator), the parts of the whole that
are shaded goes on top (numerator), with five parts shaded the fraction is 5/6 th.

Using the third fraction strip one student voiced she had trouble understanding how the sixth
fraction strip can be used to give three friends 1/3rd of a candy bar.

I explained the relationship between thirds and sixths but the student still struggled. One fourth
grader tried to explain it to her. As the lesson progressed she was able to make the connection.

I learned during this lesson sometimes we will not understand all that is being taught. As a
teacher, identifying when a student is struggling is key in making sure my students are not
behind. When I first began this unit I was told it is hard for third graders. With that in mind, I am
being copious of each student and where they may have errors or show signs of confusion.
Having an environment where students feel safe to voice their struggles, have an open
discussion, and help one another is my goal.
Overall, I feel good about today's lesson. The students followed procedure, answered each other's
questions, showed demonstrations with the fraction strips. The lesson flowed and because it was
smooth, we finished early with time to work on our math timing as a whole with fourth grade
and use the chrome books to access zern, a math program to practice fractions.