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Content Area: Mathematics Grouping Strategy: Whole Group and small groups
2. How will you design the lesson to meet the needs of all learners in your classroom? To make this
lesson concrete, students will be given slips of paper to fold. I will model this and take students through the
process step by step, using correct terminology along the way. During one portion of the lesson, students
will practice identifying whether shapes on graph paper have been divided equally. Learners who struggle
will be given images in which it more apparent that the shapes are divided equally (i.e. with straight lines
like the arrays already familiar to students). There is a group of students for whom this skill has already
been mastered. During independent practice, I will pull these students to have them look at shapes which
have been divided in unconventional ways. This will provide a greater challenge and extension for these
students.
Note: Students will encounter this latter standard again in subsequent lessons pertaining to equal shares, unit
fractions of a whole, and other fractions of a whole.
An additional note about the place of standard 3.NF.1 within the flow of the standards:
In 2nd grade, standard 2.G.A.3 (Partition circles and rectangles into two, three, or four equal shares, describe the
shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four
fourths. Recognize that equal shares of identical wholes need not have the same shape.) was addressed. Students
should have some familiarity with dividing shapes equally and labeling them. For students who have mastered this
concept, the portion of this lesson pertaining to this skill serves as a spiral review in preparation for more difficult
concepts. For students who have not mastered this skill, it is imperative that this basic understanding is achieved prior
to moving on to more difficult concepts.
In fourth grade, students will encounter standard 4.NF.1 (Explain why a fraction a/b is equivalent to a fraction (n
a)/(n b) by using visual fraction models, with attention to how the number and size of the parts differ even though
the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
(Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, 100.))
Attaining a clear understanding that it is the amount of space (area) taken up by single or combined partitioned areas
of a shape which determines whether the related fractions are equivalent will be essential to understanding this more
advanced skill.
Based on the lesson objectives, select an appropriate teaching model Madeline Hunter
Fold the paper in half horizontally. Open it back up. Ask: How
many parts did we divide this paper into? Are the parts equal?
How do you know? (Demonstrate that if you fold the paper back
up that each part exactly covers the other part).
Say: When you divide something into two equal parts, each part
is called a half. Two equal parts is called halves.
Show two squares that have been both been divided with 3
rectangles. One will have equal parts and one wont. Elicit
student responses about why the unequally divided square does
not represent thirds. (Student responses should indicate an
understanding that the size of the partitioned areas is not equal).
Independent Practice Graph paper that has Students are at their
various shapes pre- desks. Instruct students
Students will use graph paper to create shapes divided into a written without to wait for directions.
designated number of equal parts. partitions. They are not to fold or
touch the graph paper
Note: Adjust the number of equal parts being created per until instructed.
student ability. Advanced students may want to try a larger
number of equal parts or using irregular shapes of the same
number of units to show equal parts (see teachers manual for an
example). Support struggling students by walking through one
example with halves or thirds. Observe their first attempts
carefully and correct any misconceptions.
Pass out graph paper.
Ask students to think about how the shape could be divided into
equal parts. Tell students to make a copy of the square try
dividing it into halves and fourths
Say: Ill call the number of equal parts; you call the name of
those parts. For example, if I say two equal parts, you say
halves. If I say four equal parts, you say fourths..
Reflection and Recommendations for Next Time: Please see the following sections Insights on Effective
Instruction, Insights on Effective Assessment, and Implications for Future Teaching.
Attached Contextual Factors, pre- and post-assessment raw data, data analysis and reflection