Beruflich Dokumente
Kultur Dokumente
Schermerhorn
Subject Area: Fractions and Length
Grade Level: 3
Length of Lesson: approx. 1 hour
Desired Results
Indiana Academic Standard(s)
3.NS.3: 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. [In grade 3, limit denominators of fractions to 2, 3, 4, 6, 8.]
3.NS.4: Represent a fraction, 1/b, on a number line by defining the interval from 0 to 1
as the whole, and partitioning it into b equal parts. Recognize that each part has size
1/b and that the endpoint of the part based at 0 locates the number 1/b on the number
line.
Enduring Understandings
Understanding the concept of fractions
being parts of a full number 1
Be able to visualize fractions consisting
of lengths (ex. 2/3 = 2 groups of 1/3
pieces under a block 1)
Essential Question(s)
How can we show fractions in the
context of a visual representation?
What lengths do we have to employ
in order to show the fraction asked
(ex. 2/3 of 1)
Describe a follow up activity that would build on concepts you have presented.
A follow up activity would be
What behavior(s) did you observe while presenting the activity? What do you think caused the
behavior(s)?
Again, I noticed that there was a general increase of focus and excitement when employing the
interactive fraction tiles. When administering the worksheet, I noted that the entire room was quiet,
and the kids that normally require extra guidance to stay focused were completely independent,
which was a rare occasion in that classroom! I believe the presence of the fractional tiles provided
an interesting outlet for these kids creativity and attention span, as they are almost toys of sorts,
albeit educational.
How did you involve the children in the closure of the activity?
We closed the activity by going over the answers to the worksheet in order to make sure that
everybody understood. Volunteers would come to the projector and show how they did each
problem, tracing out the tiles that they used. During this, I would walk them through step by step
and say their thought processes out loud, so the class as a whole would be able to respond to my
questions and analyze the process in their heads.
Describe what changes you would make and what you would keep the same if you presented the
activity again.
When creating the worksheet, I was not aware that the fraction tiles that Mrs. Schermerhorn
possessed contained more advanced fractions, such as 1/12 and 1/10. As a result, the only groups that
I made were fractions with the denominators , 1/3, , 1/5, and 1/8. If I were to do this activity
again, I would include more advanced fractions such as groups of 1/12. Other than that, the activity
went perfectly, and got everything that I wanted to accomplished, so I would keep everything else the
same.