Beruflich Dokumente
Kultur Dokumente
2015-2016
Date:3/25/16
Class Period: 11:15-12:20
Lesson # & Title: #1 Fractions
Context for Learning: There are twenty five students in the class. Eleven of them are girls and fourteen of them are boys.
There are two IEP students (Justin and Andrew), two gifted students (Savanna and Juliana) and one with severe behavior
problems (Kayden). Three students are African American, one is Hispanic while the rest are White.
Content Standards: 3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is portioned into b
equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
Theme Develop understanding of fractions as numbers
Strand Numbers and Operations
Topic - Fractions
Learning Objectives (aligned to assessment plan):
-Students will be able to understand the meaning and purpose of a fraction.
-Students will be able to identify through the use of pictures, how much the fraction equals.
Academic Language (Academic Language Demands and/or Academic Language Objectives):
-Fraction
-Numerator
-Denominator
Assessment Plan (aligned to learning objectives)
Formative Assessment: Guided notes. Thumbs up or thumbs down to see how many students feel comfortable with
this so far. ABCD cards for slide 6 to see if they know what the fraction is according to the picture.
Summative Assessment: At the end of the lesson, I will have the students draw their own picture on a notecard and
have a fraction that goes with it. E.g. - draw a cake; shade in 4/8 slices and write on other side of notecard 4/8.
Procedures: Lesson Introduction
*5 minutes*
I will start the lesson by handing out the guided notes for this lesson pass the papers out once their desks are completely
cleared, except for a pencil. I will then explain to the students that today we will be working on fractions. Ask the students
Who thinks they know what a fraction is? Has anyone seen a fraction? Does anyone know what they are used for? I will
tell them its okay if they dont know because today we are going to learn about fractions and after today, they will be able to
answer all these questions.
Procedures: Lesson Body
*5 Minutes*
Presentation/Explicit Instruction (I do: 100% teacher, 0% student):
1. Open the fraction power point (found in documents Ed tech fractions lesson)
2. I will explain that you can use fractions all the time, especially with food.
-Oranges (halves), apples (fourths), pie (sixths), pizza (eighths)
3. Explain what a fraction actually is: a number that is not a whole number (underlined = fill in guided notes)
Revised 11/2015
- I will relate this back to the food examples. You have one full orange, but once you cut it in half and
throw away half of it, you have of an orange.
4. I will explain to the students that there are parts that make up a fraction.
Guided Practice/Checking for Understanding (We do: 25% teacher, 75% student):
*20 Minutes*
Switch to slide 7
1. Call on one student at a time (I will call on 5 total)
2. Have the student come up to the board and pick a color.
- Make sure the student tells us how many pieces there are total in the circle - denominator
- Make sure the student tells us how many pieces are the color they chose numerator
3. Have them say the fraction - One third, or one over three
4. Drag the correct answer in the correct spot.
5. Repeat with 4 more students.
*Our goal is to get 3/5 correct*
Switch to slide 8
6. Again, call on one student at a time (I will call on 4 total)
7. Now we are going to have to color in the number of shapes indicated by the fraction. Dont worry if you arent
called on, the rest of you can color in the shapes in your guided notes.
8. Have a student come to the smartboard and color in 3 of the 6 squares.
9. Repeat 3 more times.
*Our goal is to color 4/4 correct*
Switch to slide 9
10. Call on one student at a time (I will call on 8 total)
11. Have the student come up to the smartboard. Have them read the description and find the matching fraction.
Revised 11/2015
12. Next, have the student drag them matching fraction over to the correct blank spot.
13. The rest of the class should be writing in the fraction (1/4) in their guided notes, to the correct description.
*Our goal is to get 8/8 correct*
Independent Practice/Application (They do: 0% teacher, 100% student):
*15 Minutes*
1. One the back side of guided notes have the students write 1 thing they learned today.
2. Once students completed task 1, allow them 10 minutes to practice identifying fractions on the 10 th slide links.
Revised 11/2015