IPG

Name:
Steve Johnson
Subject: Math

Date(s):
11 July 2015
Grade Level: 3rd Grade

Opening Hook/Warm Up: enter room with

pizzas paper plates and sheets of paper

TEK: 3.3A
Represent fractions greater than zero and less than or
equal to one with denominators of 2, 3, 4, 6, and 8
using concrete objects and pictorial models,
including strip diagrams and number lines;

I want to ask some questions before we get started.

Discussion: Who likes pizza? What shapes are
pizzas made? I need to divide my pizza in , who
can show me half?

Objective: Student Friendly: I/we will represent

fractions with a denominator of 2 and 4 using
concrete objects.

Big Understanding: We will be able to represent fractions in all aspects of life.

Summative Assessment Evidence:

Show me a pizza that is eaten and show me a pizza that is left?
Which pie has been eaten the most , , and ?
How many pizzas does this look like 2/2, and 4/4?
Can you draw a picture of an apple pie with left out and a cherry pie with cut out?
Instructional Strategies / Student Activities/ Grouping Patterns:
Teacher Input/Modeling:
1. Hook
2. Objective
3. Big Understanding
4. Vocabulary:
* whole
*fraction
*numerator
*denominator
*division
5. Model throughout the class fractions: 1, , , 2/4, , & 4/4.
Guided Practice: WE DO:
1. Together we will begin by passing out pizzas (paper plates & paper)
2. T What other aspects (areas) in life do we use fractions and shapes like these?
a. Clocks, Glasses, Bowls, Money, Measurement (solids, liquids, gas), etc.
3. T Ask students to take their marker and divide their pizzas in
4. T - Demonstrates
5. S Students take both pizzas and divide them in half and writes on the inside.
6. T Ask students to take their marker and divide their pizzas in and writes on the outside.
7. T - Demonstrates
8. S Students take both pizzas and divide them in fourths and writes on the outside.
9. S Compares to ; to 2/4; to ; 2/2 to 4/4
10. T Number line (1-12) [place a blue line on the floor]
11. S 8 students stand on the line and demonstrate , , 2/4, , and 4/4.
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12. T Observes students as they demonstrate their understanding by using manipulatives (counters).
13. S Place counters on , , 2/4, , and 4/4.
14. T Remind students that fractions are division problems.
15. T Bonus question to students Who can tell me what 8/4 is? Who can tell me what 16/2?
16. T Watch Fraction Video from TeacherTube.com, if time is available:
http://www.teachertube.com/video/fractions-parts-of-a-whole-3rd-grade-95508
17. T Use ST Math to assist in provide fraction concepts [www.stmath.com]
Demo: http://www.mindresearch.org/play/
CFU (Checking for understanding):
T Will question students, listen to student responses, and observe student progress as they perform the
tasks of demonstrating fractional representation.
Independent Practice: YOU DO (Individual students):
S Will demonstrate using manipulatives to show fractions
S Use ST Math to learn and practice fractional concepts
Higher Level Questions to Incorporate:
**See questions in the Summative Assessment
**Teacher questions throughout instruction
Grouping Patterns:
Class; Individual (using IPADs or classroom computers for ST Math)
Ending, Summary / Reflection:
1. What did we talk about today?
2. Tomorrow we will discuss using 3 and 6 as a denominator.
3. Write three things you learned today.
4. Write two things you want to remember.
5. Write one thing and tell how it relates to your life.
6. Did ST Math make it easier for you understand fractions?
Materials / Resources:
Paper Plates, Standard Paper, Painters Tape, Classroom Computers, IPADs
Technology:
Computer, Proxima Projector, TeacherTube.com, and ST Math

ST Math - Created by MIND Research Institute, ST Math is game-based instructional software

for K-12 and is designed to boost math comprehension and proficiency through visual learning.
Integrating with classroom instruction and identified by the CEO-led Change the Equation as
one of just four STEM programs ready to scale nationally, ST Math incorporates the latest
research in learning and the brain and promotes mastery-based learning and mathematical
understanding. The ST Math software games use interactive, graphically-rich animations that
visually represent mathematical concepts to improve conceptual understanding and problemsolving skills. (http://www.mindresearch.org/stmath/ )

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