Lesson Plan Date: February 17, 2021

Topic: Divide whole shapes into equal parts and identify fractional units

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.

Objective: Students will specify and partition a whole into equal parts, identify and count unit
fractions by drawing pictorial area models.

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

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

Description: Time: 9AM-10:10 AM

Anticipatory set:
I will begin my lesson by reviewing yesterday's lesson. I will ask the students with a raise of
hands, what is the definition of a numerator and denominator? With a fraction strip we created,
how can you show one whole? Students will show their fraction strip. How can you show
fourths? Students will hold up their fraction strip with eight equal parts. How can you show
thirds? Students will hold up the second fraction strip we created with six equal parts.
Turn to your partner and show with your fraction strips, one half, two thirds, and three fourths.

Instruction:
I will instruct students to turn their attention to the application problem on the board. We will
draw a pictorial model to help solve the problem. Reading the word problem, Marcos has a 1
liter jar of milk to share with his mother, father, and sister. We will draw a picture to show how
Macros can share the milk so that everyone receives the same amount. Write the fraction of the
milk each person will get?

Students will first draw a picture of the 1 liter milk jar. Then, they will mark the jar with four
equal parts. Students will shade in one fourth of the milk jar, writing the answer as each person
gets one fourth (1/4th) of the milk.

Guided Practice:
With all eyes on me, I will show students four shaded figures labeled 1 through four. Looking at
the first figure, I will ask students
How many equal parts are there in all?
Students will say 3.
What is the fractional unit for 3 equal parts?
Students will reply thirds.
What's each part called?
Students will respond, 1 third.
What fraction is shaded?
Students will respond, 2 thirds. Pointing to each part, students will count each part, 1 third, 2
thirds.

Independent Practice:
Students will work in their math workbooks to identify fractional units using pictorial models.
Students will write the shaded part of these three models. I will call on students to define what is
an equal part? Equal parts means a whole has been divided into pieces that are the same size. On
the worksheet, students will divide each shape into four equal parts and name the fractional unit.

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”. To review the day's lesson and complete a quick assessment of the students
knowledge I will say “ have a rectangle. I want to split it into four equal parts. Folding the paper
so the parts are not the same size. Open the paper and draw lines to show students the parts. I
will say “Do you notice the inequality of the parts?”

Second attempt, I will take the paper and fold it into four equal parts
How many equal parts did I split the whole into? (4)
What is the fractional unit for 4 equal parts? (Fourth)
What is each part called? (1 fourth)
If I shade in 3 copies of one fourth, what fraction is shaded? (3 fourths are shaded)
Together the class will count: 1 fourth, 2 fourths, 3 fourths.

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. I ask questions like
thumbs up if you understand what equal parts mean? I then call on a student to define equal
parts. I ask students if I have a figure that is in eight equal parts, what is the fractional unit? I ask
questions with intent and meaning behind them. I find asking meaningful questions help students
understand what the question is asking them, look closely at key information within a word
problem, and make a connection between the lesson and their lives.

Differentiation/Accommodation:
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. For my high performing students I like to have a worksheet on the day's lesson with
more challenging word problems.

Reflection
Today’s lesson showed me with insight of what my students know about fractions this far into
the unit and what I need to reteach. Mrs.Whetton showed a demonstration to both 3rd and 4th
grade using a symphony candy bar. Breaking the candy bar into halves. She then used a 16 piece
candy bar and asked students if she took four pieces and added it to the whole 16 piece bar, what
fraction or mixed fraction is it?
20/16 or 1 4/16. I noticed one of my third graders with his head down, and his eyebrows were
inward instead of relaxed. Wearing a mask can make reading facial expressions challenging. I
knelt down and asked if he understood what was asked. He said its way above his head. I broke
down what a whole looks like with a diagram with four equal parts. Each part contained 4 pieces.
16/16 is 1 whole, reviewing the numeration is part of the whole and denominator is the whole.
This helped Thomas to get back on track with the class. I also explained 3rd grade is not learning
mixed numbers but we will.

The lesson went on with identifying four shapes and students worked together to determine the
fractional unit.
An activity we used was a piece of paper we folded in half and then again. Making four equal
parts. All shapes were different .

During the worksheet, students were instructed to circle the shapes that were divided into equal
parts. Then write a sentence telling what equal parts mean. Asking students this question I
received answers like “I don’t know what equal part is”. Drawing a rectangle on the board and
asking the students how we can make this shape into equal parts.one student said split it down
the middle. That’s one half. This told me the students know what equal parts are and what they
look like but do not know how to explain it.

Using guided practice I started a sentence with “ equal parts means that a whole has been divided
… and the students filled in the rest saying “ into parts that are the same size”.

I also noticed when my students are struggling as a whole they tend to get easily distracted. I call
on each student to answer questions or provide partial answers.

Overall, I think today was successful. Students identified fractional units by counting shaded
parts, partitioning a whole into equal parts, and were able to complete pictorial area models by
dividing each shape into equal parts.