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Name: Erika Ellis

Grade Level:
3rd grade

Topic:
Time Frame:
Date:
Fractions
60 minutes
March 10, 2014
Goals/Focus:
The students will become familiar with dividing a whole and writing fractional numbers through creating fraction
strips of 1 whole, , 1/3, , and 1/8.
The students will compare 2 fraction pieces and identify which fraction piece is larger/smaller.
The students will be able to place 1, , 1/3, , 1/8 on a number line.
__x__ Concept Development ______Solidify _______ Practice (check one)
State Core/Standard:

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.
3. NF.2 Understand fractions as number on number line Represent fractions on number line diagram
3. NF.3d Compare two fractions with the same numerator or the same denominator by reasoning about their size.
Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of
comparison with the symbols >, =, or <, and justify the conclusions, e.g. by using a visual fraction model
3. G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.

Cycle 1
Launch
Materials:
Five rectangular strips
of paper (different
colors) for each
student.

Task
Students will construct
fraction strips using 1
whole as the standard.
Students will use the
fractions , 1/3, , 1/8.
These strips will be used in
future lessons and learning
centers.

Scissors

What will the students


be saying/doing?
The students will decide how
the strip should be cut
according to the amount of
people.

If I have one candy bar,


how would I split it
evenly between 2, 3, 4,
and 8 people?

The students will decide how to


label the strips using previous
knowledge of the numerator
and denominator.

The whole strip will


represent the candy bar.

Black marker

Explore

In groups of two, the


students will talk about

What questions
will I ask?

Students will talk with their


partner about any patterns

How will I
assess?
I will observe the
students construct
and label the fraction
strips accurately.

Do you remember what


the top/bottom number
is called? What does the
top/bottom number
represent?
How do you write the
fraction?
Try ordering the strips
in different ways. What

I will observe to see if


the students can order

Materials:
The completed fraction
strips.

their fraction strips: what


they notice or patterns
they see.

found in the pattern strips.


Students will write the
observation in their journal.

Students math journals

The students will write


down 4 sets of fractions
and compare using the >,
<, or = symbols.

Students will talk with partners


and compare the fractions.

Summarize
Materials:

Students will discuss their


observations with the
whole class.

Generalization:
Fractions can be
compared to other
fractions. When
comparing fractions
with the same
numerator, fractions
will be larger if the
denominator is smaller.

Cycle 2
Launch
Materials:
Fraction strips

Task
Students will order the
fractions (1/2, 1/3, , 1/8)
on a number line.

Student journals

Materials:

In groups of two, the


students will work together
to place the fractions on a
number line.

the fractions.

Pick out 4 sets of


fractions and compare
them. Which one is
bigger?

If the students make the


observation of equivalent
fractions, I can elaborate. If not
equivalent, fractions will be the
subject of tomorrows lesson.

Did you see any


patterns or make any
observations you would
like to share?

What will the students


be saying/doing?

What questions
will I ask?

The students will be asking


themselves how the fraction
strips relate to the number line.

All numbers can be


placed on a number
line.

Students will be referring back


to their fraction strips.

Fractions are numbers


that allow us to identify
a part of a whole. Where
do we put fractions on
the number line?

Students will draw an open


number line in journals from 0 to
1. Students will use the
information they already have
with the information from the
fraction strips to place the

Where would the whole


strip be on the number
line?

White board

Explore

do you see?

How did you decide


which fraction was
bigger?

Think about the number


line and the whole strip.

Did the students


understand that the
comparison of
fractions was based
on the size of the
strips?

How will I
assess?

I will be observing.
Can the students
transfer the division
of the whole to the
number line?

fractions.

Summarize
Materials:
An open number line
from 0 to 1 written on
chart paper or the
white board
Generalization:
Fractions are numbers
that can be place on
the number line
between 0 and 1.

As a whole group, students


will voluntarily write
fractions on the number
line. The group will decide
if the placement is correct.

The students use dialogue to


agree or disagree over
placement of fractions on
number line.

Does that help you see


where the fractions are
placed?
Where would be the
best place to start?
Could we use the way
we cut the number strips
at the beginning of the
lesson to help us place
the fractions?

Through observation, I
will determine if the
students understand
smaller and larger
fractions by
placement on the
number line. I will also
determine if the
students understand
the importance of
spacing on the
number line.

Exit Slip (one or two questions to assess what students took to independence):
You shared a sub sandwich with your friend. You ate 1/3 of the sandwich and your friend ate of the
sandwich. Who ate the larger amount? In your math journal, write down how you solved the problem as
well as the answer. Include the tools that you used.
Practice / Homework / Journal Prompt (if appropriate):
Fraction practice will occur with math centers during the fraction unit.
Meeting the needs of diverse learners (be specific):
IEP: I will group IEP students according to area of concern. If the students have behavioral issues, I will
include a classroom aide in the partnership and/or have a specific partnership behavior contract with the
student. For students who may have dexterity issues, the fraction strips can be precut and placed in front
of the students as a whole. The student would then be able to separate the fraction strip without the use of
scissors. I can also have assistive technology for example adaptive scissors or numbers printed on label
stickers.
ELL: Writing will be involved in the lesson so I will need to partner weaker writers/readers with stronger
writers/readers to keep the emphasis on the mathematical process and thinking. I will also need to rely on
using physical props when speaking to ensure the ELL student is understanding.
Gifted: The gifted students may already have an understanding of fractions or develop the understanding
at a faster pace. The gifted students can be given an exit question using fractions with numerators greater
than 1 (2/8 and 2/3). They can use the fraction strips and what they know about the number line to solve
the question.