Name:Brittany

Tidwell
Time:1:15-2:30
Subject/Topic: Math/
Part of a set
Date:1/27/14

Objective (SWBAT): Identify fractions as parts of a set
CCSS: CCSS.Math.Content.3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1
part when awhole is partitioned into b equal parts; understand a fraction a/b as the quantity
formed by a parts of size 1/b
Assessment / Exit Ticket: SW Read a story problem and identify fractions based on the set given
Vocabulary/Key Concepts/Word Wall: numerator, denominator, part, set
Materials / Technology: elmo, M&Ms, easel,
Modifications / Accommodations: Students do not like candy will be given chex mix
Directions and problems will be read to students with IEPs

Opening: After we learned about fractions yesterday, I went home to see if I can find fractions in
other places. My dad loves pie so I figured out the fraction of the pie that he put pecans on. Then
I watched my brother put parmesan cheese on of our whole pizza. But then, I opened a pack of
M&Ms and I saw all the different colors. I wanted to figure out the fraction of each color of
M&Ms I had in this set of M&Ms. We are going to leave my M&M problem for a little bit later, I
brought you all M&Ms so that you can figure out this problem with me.

We learned great fraction vocabulary yesterday, raise your hand if you can tell me what we call
the number on the bottom of the fraction? What does that number tell us? Call on a friend to
answer
What do we call the number on the top of the fraction? call on another friend to answer.What
does that number tell us?*
We are going to continue making fractions today to help us figure out the fractions of a set of
items.



Question/Prompt/Problem #1:
Draw 5 circles on the board with three shaded in.
I want to figure out what fraction of the shapes are shaded. The first thing I want to do is count
the total number of shapes. (Count a loud). This number tells me the denomintor.
Next, I will count the shapes that are shaded. There are 3 shapes out of 5 shapes shaded. there are
three-fifths of the shapes shaded.

(A colored sheet of different shapes)*
Bobby spilled all of his shapes on the floor. Now he wants to know what fraction of each shape he
has. *
The first thing I want to do is count the total number of shapes. I am going to write this number and
circle because that the total shapes I have.
Next, I need to figure out the fraction of each shape. My brain is thinking that each shape means, I
need a fraction for the circles (draw a circle), a fraction for the hearts(draw heart), a fraction for the
triangles(draw triangle), and a fraction for the square( draw square). So I need to make four
different fractions.

I already know the total number of shapes that I have ____. My brain is remembering that the total
number of items in a fraction is the denominator so I can already put___at the bottom of my
fraction.

Now I need to figure out the number of circles I have out of this set of shapes. (count the circles).
The number of circles is part of the set of shapes. Oh, that number goes in the numerator. 4 out of 10
shapes are circles four-tenths of the shapes are circles.*

My next shape is a heart. I am going to count the hearts to figure out the number of hearts I
have____hearts out of the set of shapes. I have ______-tenths*

Instructional Technique (Turn and Task, Turn and Talk, TPS, Collaborative Groups, White Boards,
Over the Shoulder, Gestures, Ask/Ask/Ask):

Take out your whiteboards(countdown). When I say Go, Write the fractions for the rest of the shapes,
Hold the whiteboard under your chin. Go. *
*Early finishers will draw their own shapes and create fractions

Correct response(s):

triangle
square
Follow-up question/parallel item:
Why did you put____ in the numerator? *



Potentially half-correct response:
Mixed up the number of each shape

Follow-up question/parallel item:
How many triangles are there?
How many squares?

Where does the that tells us part of the set go?
Potentially incorrect response:


Follow-up question/parallel item:
What is the total number of items that we have?
Where do we put that number in the fraction, in
the numerator or denominator?



Question/Prompt/Problem #2:

Lexi has cookies. 2/10 are chocolate, 3/10 are striped, 4/10 are plain, and 1/10 has swirls*
(emphasize the th)

Draw a picture to represent the fractions.

The first thing I need to do is draw the total number of cookies. My brain is telling me that he
denominator tells me the total number of items. All of these items has_____ as the denominator
so_____is the total number.

So I can draw 10 cookies because that is the total number of cookies.

Next, I want to draw each kind of cookie she has. 2/10 of the cookies are chocolate. I am going to
draw chocolate chips on 2 of the 10 cookies because the numerator tells me what part of the total
cookies is chocolate.

Instructional Technique (Turn and Task, Turn and Talk, TPS, Collaborative Groups, White Boards,
Over the Shoulder, Gestures, Ask/Ask/Ask):

Take out your whiteboard(countdown). When I say go, I want you to finishing drawing the picture to
represent Lexis cookies. Go. *

Early finishers: post another drawing problem for early finishers
Correct response(s):

correct picture
Follow-up question/parallel item:

How did you figure out how many of each
cookie to draw?
Why are there only 10 cookies?

What would happen if you put the 10 in the
numerator and the___in the denominator? What
would that mean? *



Potentially half-correct response:
using same symbols for each cookie, but can
explain what the picture shows

Follow-up question/parallel item:
Does she have all the same cookies? Ok, lets try
to make the different cookies look different in
our picture. How can you do that?
Why do you think it is important to draw the
picture to show the different parts?

Potentially incorrect response:
Drew extra cookies

Follow-up question/parallel item:
How many cookies did the problem say that Lexi
has? What does that number tell us? Where do
we put that number in a fraction?
Each number has that in the denominator, why
do think each fraction has the same number in
the denominator?


Show a students work and have them explain what they did.


Question/Prompt/Problem #3:

When you return to your seat you will have more practice finding fractions for a set of numbers for 15 minutes.
Some of the problems you will have to color, draw like we did for Lexi, or write the fractions like we did for
Bobby. Once we have seen who has started right away, and trying their very best, they will receive the M&M
challenge problem. It is very similar to Lexi and Bobbys problems so you all will be M&M challenge masters!
After you have completed the challenge you may eat the M&Ms!

CFU what to do at your seats?

Dismiss students have other students watch them tie their socks and get started.

After dismiss two rows at a time.

Give students countdown to get started and set timer. After students have finished the entire packet begin passing
out m&ms to students who have finished.( m&m worksheet is attached to the packet already)*

clean up, students can throw away their wrappers as they exit the classroom to go to their l





Worksheets:
http://www.superteacherworksheets.com/fractions/fraction-group-1_YUPPER.pdf
http://www.superteacherworksheets.com/fractions/fraction-group-2_HUGYY.pdf
http://www.superteacherworksheets.com/fractions/fractions-of-a-set_FRSET.pdf
Homework:
http://www.superteacherworksheets.com/fractions/fractions-pets_FRACT.pdf