Mathematics Lesson Plan Template

1. Name: Jacqueline Sperling

2. Lesson Title: Cut It up!

3. Grade level 3rd

4. Previous knowledge: Description of the knowledge students need prior to learning this lesson.

Shape recognition of square, rectangle, triangle, circle and their properties

Understanding concept of greater than, less than and equal to
Simple Unit fractions

5. Objectives: Usually no more than three. Connect these to your assessments. Include objectives
that focus on conceptual understanding and problem solving.

Students will be able to identify and create their own Unit Fractions up to 1/5
Students will be able to associate the correct terminology to the fractions.
Students will be able to compare two, unit fractions and determine less than, equal to or grater
than.

6. Standards: List of the New York State Next Generation Mathematics content and mathematical
practices standards that the lesson objectives are addressing.

NY-2.G.3 Partition Shapes into parts with equal areas.

NY 3.G.1 Identify and classify based on number of sides and vertices.

7. Materials: List of learning materials and resources.

1. Pattern Blocks
2. Shape cut outs from construction paper, various sizes
4. Pencil, crayons or markers
5.Whiteboard and marker
6. Play doe
7. Play doe shape cutters
8. Scissors

8. Activities: Use the table below to describe your lesson’s activities. Provide a clear and short
description of each activity in the “Activity Description” column. Make sure students have active
role in each of your activities and describe that in “Students’ Role” column. In “Teacher’s Role”,
provide examples of questions that teacher will ask during each activity.
N Duratio Activity Description Students’ Role Teacher’s Role Comments
n
1 5 Introduction/Backgroun Play around with the Give students
d knowledge given pattern blocks and different shapes and
This is to go over and allow them to play allow them to play
review their background around with the different around with them. Go
knowledge needed to shapes. Determine the around asking them if
introduce the new topic. name of the shapes based they could tell you
on their properties. what shapes that is
and explain its
properties.

2 15 Cutting Shapes into Students will use either Go around and ask the They may do
different fractions. precut shapes or play doe students how many this as many
Students will use a shapes to work with. times did you cut that or as little as
variety of different tools Once they have their one whole shape into they’d like to
to choose which they shapes they will cut up many different
prefer. They’ll use those their shape into as many pieces?
tools to cut up the different pieces as they Walk around and
different shapes. would like. They record observe the students.
their answer on their Keep an eye out to
individual whiteboards. make sure they are
recording their
answers each time.
3 15 Associating the unit The students will be Review to them that
fractions with the correct asked to look at their their 1 whole got cut
cut shape. results on the white into how many other
boards and see if they parts. Their numerator
can determine a fraction should stay as their 1
that is associated with whole and their
their results. Allow them denominator should
to play around and see if express how many
they can figure out how pieces their shapes got
to make their one whole cut into. Once this is
go to a fraction. reviewed all the
students to play
around and figure out
their unit fraction.
4 10 Comparing two Unit Once the students have Walk around and help
fractions and their unit fractions the students out if
determining if they’re written out. They will need be. Ask
less than greater than or then compare two of questions to get the
equal to. their fractions. They can students thinking and
use the hands on answer their questions
materials and they will if they have any.
have to say if their two
fractions are less than
greater than or equal to
one another
5 10 Closing and assessment Students will be asked Ask the students the To solve the
two word problems and questions in word students may
they will solve them, by form for example, “I use paper cut
giving the unit fraction. had one whole pizza I outs, play doe
They will solve these cut it into 4 equal their
individually. The parts. What unit whiteboard or
students will then have to fraction expresses the provided
compare the two and this?” Then ask them worksheet to
determine if they’re to compare the two solve the
greater than less than or numbers. problem.
equal to one another.

9. Assessment: Describe the formative and summative forms of assessment that will be used
throughout your lesson and how they connect to the lesson objectives.
In word form problems use play odugh or whiteboards
Exit ticket individually
10. References: List of the references you consulted for your lesson.

https://www.wccusd.net/cms/lib/CA01001466/Centricity/domain/60/lessons/grade
%202%20lessons/MCCpartitioningShapesGrade12v2.pdf

11. Any additional information: Add any worksheets or other materials that will be used in your
lesson at the end of this document.