Emma Saporito
Jersey
Grade Level: 3rd Grade
The College of New
Professor Conte
1. Lesson Topic and Main Concept:
Students will be able to understand the concept of things being
equivalent and create equal parts of an object to share them.
2. Lesson Essential Questions:
Will students be able to understand how objects can be spilt up equal
parts and how fractions relate to each other?
3. New Jersey Core Curriculum Content Standards:
CCSS.MATH.CONTENT.3.NF.A.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.
CCSS.MATH.CONTENT.3.NF.A.3
Explain equivalence of fractions in special cases, and compare fractions by
reasoning about their size.
CCSS.MATH.CONTENT.3.NF.A.3.B
Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3.
Explain why the fractions are equivalent, e.g., by using a visual fraction model.
4A. Objectives:
4B. Assessments:
Objectives
Students will be able to understand
that a fraction starts off as one whole
part and then is split into b equal
parts. The number of equal parts is
represented as 1/b.
Students will be able to compare size
of fractions in relation to real life
objects.
Assessments
Students will be writing fractions in
three different ways on their foldable
showing them there is more than one
way to write and read a fraction.
Students will be able to use their
prior knowledge of equal parts of
food or objects to make that connects
Students will be able to compare
similar fractions to each other.
to math.
From the book students can pick out
similar fractions like and 3/6th.
5. Materials:
Student Materials: 5 different pieces of paper in two different colors,
colored pencil, glue sticks
Teacher Materials: Fraction Fun by David Adler, pie charts, fraction bars,
labels.
6. Pre-lesson assignments and / or prior knowledge:
a. Student Analysis: Students are familiar with objects or food being
split into equal parts.
b. Teacher Content knowledge: The purpose of this lesson is for the
students to make a real world connection and then to represent
their information in different forms. They should also be able to
identify similar fractions.
7. Lesson Beginning:
The lesson will begin with the reading of Fraction Fun by David Adlen
and an introduction to the model I made.
8. Instructional Plan:
a. Differentiation:
Students will be put in groups of 4 with at least one student at each
table that is a leader and willing to help others. Other materials like
stickers or beads will be put on the table so students that want to
be creative can do so, along with the students who have fine motor
difficulties can glue beads or put stickers in the appropriate areas
and not struggle with holding slim colored pencils.
b. Lesson Steps:
Discussion of the different fractions in the book
Students will be asked to come up with some things they see in
their house or in the classroom that can be broken up into
fractions
The students will be asked to identify some foods that are cut
into fractions.
I will hand out the dotted line white circles that they are going to
make into pie charts and decorate the charts however they want
in relation to the fraction on the pie chart
The students will fill out their sheets up to the 6th denominator.
The students will be instructed to make any form of fractions
they want as long as they can show two versions of the same
fraction. One on the pie chart and the other on the fraction bar.
When they are all finished some of the students will be asked to
show the class what their fraction foldable looks like.
c. Questions:
Can you pick out some objects in the classroom that we can
make into fractions?
Did you notice in the book some fractions look the same?
Can you tell me what is similar about them?
How many pieces can certain objects split up evenly?
How many slices are pizzas usually cut into?
How many pieces are usually served when you cut a cake?
Can you think of something that you would like to share with
your friends and make on your charts to share with them?
Can you write me a sentence on the page that says what you
are splitting up and how much does each person get?
An example would be I am sharing a cake with my three
friends. The cake was cut into 8 slices. One friend at 2 pieces
of cake, the other friend ate 1 piece of cake and I ate 2 pieces
of cake. All together we ate 5/8 pieces of the cake. Can you
do this to explain the fractions you made?
d. Classroom Management:
Students will remain in their seats until they are called to the
carpet for the lesson to start. After the book is read and
discussed I will instruct the students how I want them do the
activity. Once they are back in their seats I will get their attention
by sounding a bell.
e. Curriculum Integration:
The use of a childrens book is literature, while teaching a
mathematical concept.
f. Transitions:
After reading the book the students will leave the carpet and go
back to their desks to work in their groups.
9. Closure:
Each group will have one person come up and share their fraction
foldable. Each student will grab a close pin so that I can string him or
her on the wall of the classroom so they can refer back to their foldable
at anytime. I will then ask them what they have learned from the
lesson?
