Lesson Plan Date: February 19, 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 build non-unit fractions less than one whole from unit fractions.

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

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 today`s lesson by saying “ Simon says stand tall with your hands raised above your
head, Simon says stretch to the ceiling, Simon says sit down”. This exercise will give the
students a chance to stretch and transition to math for the day. Today we will take a test (post
test) but I want to review a little first.
I will have students take out their whiteboards and expo markers. I will write on the board a
circle with one line down the middle and next to it I will write what is the fractional unit for this
shape? Students will respond by writing their answers on their white boards. Shading in one half
I will ask students to write the fraction that is shaded.

If I have six cupcakes and decorate three with sprinkles, what is the fraction of cupcakes
decorated? (½ ) Draw a model showing one sixth.

Showing a model with eight parts, circle the model that correctly shows three shaded on your
whiteboards.

Instruction:
Each student will have a security folder during the test. I will read aloud the instructions to the
class. I will use the projector on the board for the students to follow along. I will use thumbs up
and thumbs down to know when students are ready to move on to the next test question. When
students complete the test, they will hand their test papers to me at my desk and silent read.

Guided Practice:
I will say “Ready set, students will say you bet” to transition from taking the test and preparing
to start lesson six. I will guide students through the application problem that describes a garden
with four vegetables tomates, cucumbers, peppers, and squash. I will ask students with a raise of
hands who can tell me how many equal parts will there be? Students will say four equal parts.
Then I will ask students what goes into each part of the garden? I will draw four equal parts
inside the rectangle. Labeling each part tomatoes, cucumber, peppers, and squash. What fraction
of the garden is available for tomatoes? One fourth (¼)

Independent Practice:
During independent practice I will instruct students to turn to their worksheet where students will
complete five number sentences. For example: 2 thirds= ( ) students will write the fraction ⅔.
Using the fraction strip models students will identify the fraction based on what parts are shaded.

Students will compare answers with a partner and discuss their answers. If students have the
incorrect answers, this will give them a chance to review with their peers and write down the
correct answers.

Closure:
To review the day's lesson and complete a quick assessment of the students knowledge we will
take turns to complete the fraction chart. Calling on each student to answer the questions, what is
the total number of equal parts, total number of shaded equal parts, unit fraction, and finally what
is the fraction shaded?
Each student will take turns answering each column to complete the chart. I will call on students
who struggle a bit with this content to count the parts and ask another student to share the total
number of equal parts. This gives each student the opportunity to participate and not fall behind
during the lesson.

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 to assess
my students' learning and to know when I need to slow the pace of the lesson or if I need to skip
parts of the lesson when students master content. I noticed using a visual example such as pizza
pie or drawing shapes and models on the board and having students shade in parts to find the
fraction form helps some students learn parts of the lesson.

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.

During testing, I project the test onto the board for students to follow along. I read aloud for
those students who struggle with reading, to help students understand what the test is asking of
them. Sometimes rephrasing or pointing out key words.

Reflection
Today I gave the students the post-assessment test on fractions. I learned students have a hard
time reading the directions on the test. Using the projector helped the class understand what they
were asked to do. I think this helped a lot to show the students abilities to solve the problem and
answer the questions correctly. The post-assessment did not take very long to complete. Students
who were early finishers read their silent reading books at their desk Students who were still
working on their test continued to have their security folders up. Once the class finished the test,
I began lesson six.

I originally planned to teach lesson foru but because that lesson was skipped, I decided to teach
lesson six of the next unit. I feared I wouldn't be able to get through the whole unit in time before
I switched to SPED resource but was able to get through the unit. The students transitioned to the
next lesson drawing out a tape diagram of a garden for the application problem. They were able
to write the fraction on their whiteboards to represent the tomatoes would take up 1/4th of the
garden if the garden had four sections. This showed their understanding of using pictorial models
to partition a whole number and identify the units.