Lesson Plan Date: February 18 , 2021

Topic: Identifying 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 represent and identify fractional parts of different whole shapes and pictorial
models.

Materials:
Smartboard
Whiteboards
Chromebooks for Kahoot-Fractions
Expo markers
Dry erase cloths
Pencil
Math worksheet
Fraction strips

Vocabulary:
Fractional units
Equal parts
Whole
Halves
Fourths
Thirds

Description: Time: 9AM-10:10 AM

Anticipatory set:
I will begin the lesson by saying “ clap once if you are ready for math, clap two times if you are
excited for math, and clap three times if you love math!”. I want to see with a raise of hands who
can tell Ms.Dalmida what does equal parts mean? Who can define fractional units? Can one
classmate tell the difference between a fraction form and a fractional unit? Turn to a partner near
you and share your answers.
Instruction:
I will instruct students to turn to their application problem in their workbook.We will read a
word problem and draw a circle with eight equal pieces. If one slice of pizza was eaten, what
fraction of the pizza was eaten? What fraction of the pizza was not eaten?

Students will first draw a pizza pie with eight equal slices on their whiteboards. Then they will
shade in one eighth of the pizza. Write the fraction of the slice eaten and the pizza slices uneaten.
Then shade in three slices of pizza and write the new fraction of the eaten pizza and uneaten
pizza slices.

Then students will turn to module five lesson four in their workbooks.
If we have time, I will ask the students what kind of pizza do you like? Turn to a partner and
share your answers.

Guided Practice:
I will say “Ready set, students will say you bet” to transition away from the pizza discussion and
into the next portion of the lesson. I will draw one whole on the board. I will shade in one half of
the whole and ask students to write on their whiteboards the fractional unit. I will draw another
whole model with one third shaded and ask students to tell me what fractional unit it is all
together, and the same with a third model with one fourth shaded.

Independent Practice:
Students will work in their math workbooks to identify and label fractional units using pictorial
models such as water cups. Drawing one half, one third, and one fourth. For example: to
represent one half students will draw two cups with half of the cups shaded in. To represent one
third students will draw three cups each with one third shaded.

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 draw a picture of yarn at 6 inches. I will ask the students if I fold the yarn in
half what would the fractional unit be? I will draw the 6 inch yarn into fourths and ask students
what fractional unit do you think the yarn is? I will do the same for thirds.

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 and thumbs down if you don't understand per section or slide of the
lesson. Students will hold up a thumb in the middle. This sign tells me they get some of the
content but they are not confident in their answers. I can take this signal and reteach parts of the
lesson and review after each slide. I like to have students work in pairs of two and three to allow
students to learn from their peers. This will help students answer the Kahoot questions at the end
of the lesson. There will be four questions for the students to answer. Which model correctly
shows an equal part? What is a numerator? What is the fraction of this shape? What is a
denominator? After each question I will explain the correct answer for those students who did
not choose it correctly.

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 I planned lesson four of fractions however I was told this morning lesson four will be
skipped.All third grade teachers decided to skip this lesson because it is similar to that of lesson
three. Mrs.Whetton thought it would be best to teach lesson five. I will plan to teach lesson five
next class period and the students will use their chromebooks to work on imagine math.