Lesson Plan Date: February 18, 2021

Topic: Unit fractions and their relationship to the whole

Standards: 3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is
partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size
1/b.

Objective: Students will partition a whole into equal parts and define the equal parts to identify
the unit fraction numerically.

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

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

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 will draw a circle with three parts,
two shaded on the board for all the students to see. I will ask students to write the fractional unit
on their personal whiteboards and on the count of three I want them to raise their boards above
their heads. Students will write thirds. I will say blank thirds are shaded.I will ask students to
write on their whiteboards the number that goes in the blank space. Students will write 2. I will
draw another shape on the board with five parts, three shaded. Students will write the fractional
unit and then the fill in the blank fifths are shaded.

Instruction:
I will instruct students to turn their attention to the application problem on the board.If
Ms.Brown cuts a 6 meter rope into three equal size pieces to make jump ropes and Mr.Ware cuts
a 5 meter rope into three equal size pieces to make jump ropes, which class has the longer jump
ropes?

First students will draw Ms.Brown`s 6 meter jump rope and partition it into three equal size
ropes. Then students will draw Mr.Ware`s 5 meter jump rope and partition it into three equal size
ropes. By comparing both ropes, students will answer the question, which class has the longer
ropes and how do they know their answer to be true.

Answer: Ms.Brown`s class has longer ropes because the original rope was longer at 6 meters.
(Some variation)

Guided Practice:
I will say “Ready set”, students will say “you bet” to bring the attention to the board. I will draw
a circle on the board and say “ Watch as I partition the circle into two equal parts”. How many
equal parts are there? Students should say 2 equal parts. What is the name of each unit? (one
half). I will shade in one half. What is the fraction shaded? (one half)

We can write one half in many different ways. This is unit form, writing one half unde the circle.
Fraction form is written with the numerator on top and the denominator on the bottom.
Numerator is part of the whole and the denominator is the parts in a whole. Both forms represent
the same number, 1 out of 2 equal units. We call one half a unit fraction because it names the one
of the equal parts.

I will have students follow my lead by drawing a square on their personal whiteboards. Then we
will estimate to partition the square into three equal parts. Students will name the unit (thirds). I
will model shading in one part and ask students what is the fractional unit and students will write
the fraction shaded on their whiteboards.

Independent Practice:
During independent practice I will instruct students to work on page 183 problems A through F.
The worksheet has five columns. Students will use the first column with the pictorial models to
answer the second column, total number of equal parts. The third column will ask students the
total number of equal parts shaded. The fourth column will ask students to identify the unit form
and the last column will ask students to write the fraction form.
I will give students five minutes to complete the worksheet before reviewing the answers as a
whole group. In groups students will work on number problems 2 through 4.

Closure:
To review the day's lesson and complete a quick assessment of the students knowledge I will
show three images that are one whole. Students will write the fraction that is shaded and name
the fractional unit. Then for extra credit students will name the unit form for each fraction.

This will show a quick assessment of what the students understood during the lesson and what I
need to review for our next class.

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 after each slide or new
content I introduce to the class.When students hold up a thumb in the middle, this sign tells me
they get some of the content but they need more support.

At this point I can instruct the class to work on their worksheet silently or in their partner groups
while I work with these students one on one. The classroom environment is a safe place for
students to raise their hands and voice if they do not understand what was taught. I often have
one student who will say she does not understand how the class got an answer and I like to ask
her to show how she got her answer. I do not want to tell a student “That's wrong and do it this
way”. Instead I can see where the student made a mistake or two and correct it right there. The
class can also work together and solve the problem.

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 students were engaged in the lesson. I had every student participate and answer questions
using their whiteboards. Students were able to identify fractional units. We practiced writing
fractions based on what parts were shaded and which parts are unshaded. Counting the total as
the denominator. The class fellow by this lesson and those struggling students worked in pairs
where their peers worked together to solve the problem. I think reviewing the last lesson at the
beginning of the lesson helped set the tone for this fifth lesson. I did not have many students
struggle to answer questions I asked up at the board. I do have one student who was absent for
most of the unit because this child was on vacation with their family. I will work one on one with
this student before giving them the post assessment.