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Teacher: Mrs.

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)

Knowledge and Skill Objectives


The students will be able to visualize the concept of fractions and smaller
fractions adding up to form one large fraction as a length under a group 1.
Assessment Evidence
Students will come to the front of the class and work out problems on the worksheet that
has been assigned as an independent project in order to demonstrate understanding
and let peers check their work.
Learning Plan
Learning Activities
1. Pearson e-lesson revolving around the section titled Fractions and
Length (9-7) is presented in order to introduce the concept of dividing a
fraction into equal parts.

2. Reteaching 9-7 is gone through on the projector screen as a class in order


to implement concepts recently introduced, test knowledge
3. Worksheet passed out, fractions such as 3/8 are given, students must use
fraction tiles to visually represent fractions being divided into equal groups
(ex. 3/8 becomes 3 tiles of 1/8). After the worksheet is completed
independently w/ teacher assistance if needed, students will come up one
by one and show how they came to the conclusion of their answers.

Name____________________________________ Date_______ Period____


Lesson Plan Evaluation & Teaching Reflection
Was the content worth knowing? Support your response.
I believe that the content was definitely worth knowing, as it helped some kids finally understand
the concept of fractions more than they had before. Before this assignment, the normal way of
representing fractions across a number line proved hard for some people, but due to the more
visual nature of this assignement involving visual groups and fraction tiles, they were able to
understand the concept of fractions being divisible into equal groups much more easily.
Describe how the activity was developmentally appropriate.
The fraction tiles served as an easy, visually stimulating way of showcasing a somewhat alien
concept to third graders and let them work in a non-orthodox, engaging way, so it was definitely
developmentally appropriate.
Give an example of how you know the activity was interesting to the children.
When the worksheet involving testing of the concepts was given along with a set of fraction tiles to
every child, everybody was working diligently and seemed engaged. My teacher, Mrs.
Schermerhorn, even noted that the students that normally have problems focusing on the
assignment were completely focused and engaged due to the presence of a visual aid and
interactive component, so it was definitely enough to hold their attention.
Describe how the activity included opportunities for the children to test their knowledge.
The worksheet given after the workbook page and the e-lesson involved a list of fractions that
would be represented by the fractional tiles served as a test of sorts, as it was the first
independent worksheet involving the concept and did not involve already drawn diagrams or
additional instructions. Because of this, the students would have to test what they learned by only
using the materials given as opposed to guided instruction.

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.

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