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Salem Lesson Plan Format

GRADE/CLASS: 3rd Grade

SUBJECT AREA(S): Mathematics

UNIT TOPIC: Fractions

DAY: 1

Desired learning outcome(s):

-Students demonstrate an understanding that fractions divide or cut one object into equal parts by
using manipulatives to label and problem solve.
-Students will be able to apply knowledge of fractions to manupalitives in order to gain a better
understanding of fractions as a part of a whole.
Essential question(s) from learning objective:
-How do fractions represent a part of a whole?
-How can fractions be useful in completing everyday tasks in our lives?
-How can fractions be used to measure based on size and shape?
-How can a visual model be helpful in recognizing equivalent fractions?
Common Core/North Carolina Essential Standard(s):
3.NF: Develop understanding of fractions as numbers.
3. NF.1: 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.
3.NF.3: Explain equivalence of fractions in special cases, and compare fractions by
reasoning about their size.
3.NF.3.b: Recognize and generate simple equivalent fractions (e.g., =2/4,
4/6=2/3). Explain why the fractions are equivalent, e.g. by using a visual
fraction
model.
Learner prior knowledge/ learner background experiences:
Students have a prior knowledge of numbers and the operations of addition and
subtraction. Students have a prior knowledge of place value and the operations that are essential
to various properties of operations. These ideas are very useful in presenting fractions to the
students. Because they have a prior knowledge of place value, students are familiar with
multiple digits; expanding upon that with parts of whole numbers should enhance the students
learning experience.
Students also have a prior knowledge of odd and even numbers. This pre-existing
knowledge will help students gain a better understanding when analyzing equal parts and
equivalent fractions. The students prior knowledge of reasoning with shapes and how to
represent and interpret data will be necessary in completing the problem involving the various
manipulatives.

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Materials and resources needed:
-Smart board to display problem for students
-6 Golden Delicious Apples
-6 Granny Smith Apples
-6 Red Delicious Apples
-3 pieces of chart paper
-3 markers (all different colors)
-Book Apple Fractions (Pallotta, 2003)
-Knife (FOR TEACHER USE ONLY)
-Math Journals for students
-pencils
-scrap paper for computation
Teaching strategies
Introductory strategies
1. Engage
At the beginning of the lesson, the teacher would read the book Apple Fractions
by Jerry Pallotta. The teacher then explains to the students that they would be
using the apples that are on each of their tables to create their own discovery
about fractions. The teacher would then ask the students what types of things
we use apples for? The teacher would then explain to the students that the
problem that they would be working on in class would explore one of the foods
that apples are used for. The teacher would issue the problem to the students,
telling them what group they are in: Granny Smith, Red Delicious or Golden
Delicious (See attached problem).
Grandma Bettys Apple Fractions
Sophie and Colin are helping Grandma Betty make her famous apple pies. They
are making three pies, one with Granny Smith Apples, one with Red Delicious
apples and one with Golden Delicious. The recipe calls for each pie to have 6
apples per pie. Grandma Betty tells the children that the Granny Smith apples
need to be cut 4 times, the Golden Delicious need to be cut 8 times and the Red
Delicious need to be cut 3 times, in order for the apples to fit in the pies. She
reminds Sophie and Colin that all 6 whole apples have to be in each pie. What
fraction do the apples need to be cut into? What is the total number of slices that
have been cut? Can that number be put into fraction form?
Main instructional strategies
1. Explore
The students are to begin working with their apples to figure out all the different
ways that they could make the amount needed for the problem Grandma Bettys
Apple Fractions. The teacher will explain to them that they can use any
combination they can think of and once a group decision is made on the number
needed the teacher will cut that fraction for the students.
2. Explain
Once the students have all had the teacher cut their apples, the teacher asks for the
students attention to three large chart papers on the front on the board. Each

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chart paper would be labeled with the three types of apples with three different
color markers. There would be a circle drawn on each. The groups will then bring
their apples to the front and explain to the class how they cut their apples and
what fraction that is. They will then draw the lines in the circle showing how the
apple will be cut. They will share how many slices they have and if they can turn
it into a fraction.
3. Elaborate
The teacher will return to the problem and point out to the children that each of
the apples makes a different fraction. Next she will have the children brainstorm
as to why that may be. The teacher will take this time to explain equivalent
fractions following the activity with the apples. Then the teacher will continue by
providing other shapes to the students and explain further the concept of fractions
in shapes.
Concluding strategies
1. Evaluate (Summarize and reflect)
The students will finish the lesson by using their math journals to write about
what they learned in the class. The teacher would give the students a prompt to
develop and guide their thinking to offer a reflection on what the students have
learned. The prompt is, Now that we have thought about fractions and how they
are parts of a whole, lets think about other things that are round. How can you
divide other circular objects into different fractions? The students can draw
pictures in their journal entry to describe the things they have thought of and draw
in their picture how they might divide it up.
Assessment (utilize a blend of traditional and performance assessments):
The journal entry will be read and recorded to ensure that the students have understood
the lesson. The teacher will also provide the students with a rubric for the activity.
EC accommodations/modifications to strategies or assessments:
Any accommodations will be stated in an IEP or 504. The lesson would be modified to
meet the needs of any students requiring accommodations.
Wrap-up and reflection by the students
This base lesson is important for students so that they may continue learning about
fractions and their numerical values on the number line. By slicing the apples into smaller
pieces, the students will start to see that in fractions, the bigger the bottom number, the smaller
the numerical value is. This will be further explained and solidified in following lessons, as the
teacher discusses fractions on the number line, the comparison of fractional values and
expressing whole numbers as fractions.
Reflection by the teacher
It is my hope that in doing this lesson, that the students begin to develop an idea of
fractions and the necessity for them in their day to day activities. The students can continue to
build on this knowledge, including furthering knowledge with equivalent fractions and whole
numbers with fractions. I anticipate that the students will also begin to relate fractions to other

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things in their lives. By seeing how fractions relate to objects in our everyday lives, I believe
that this will make a deep connection and meaning for the students so that they may continue to
build their knowledge. This would hopefully create a positive learning experience for the
students with a very important learning objective.

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References
Pallotta, J. (2003). Apple Fractions. New York, NY. Scholastic, Inc.

Grandma Bettys Apple Fractions

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Sophie and Colin are helping Grandma Betty make her famous
apple pies. They are making three pies, one with Granny Smith
Apples, one with Red Delicious apples and one with Golden
Delicious. The recipe calls for each pie to have 6 apples per pie.
Grandma Betty tells the children that the Granny Smith apples
need to be cut 4 times, the Golden Delicious needs to be cut 8
times and the Red Delicious needs to be cut 3 times, in order for
the apples to fit in the pies. She reminds Sophie and Colin that all
6 whole apples have to be in each pie. What fraction do the
apples need to be cut into? What is the total number of slices
that have been cut? Can that be put into fraction form?

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Rubric Made
Using:
RubiStar
( http://rubistar.4teachers.org )

Math - Problem Solving : with Apple Fractions

Teacher Name: Worley

Student Name:

________________________________________

CATEGORY
Mathematical
Reasoning

4
Uses complex
and refined
mathematical
reasoning.

3
Uses effective
mathematical
reasoning

2
Some evidence
of
mathematical
reasoning.

1
Little evidence
of
mathematical
reasoning.

Use of
Manipulatives

Student always
listens and
follows
directions and
only uses
manipulatives
as instructed.

Student
typically listens
and follows
directions and
uses
manipulatives
as instructed
most of the
time.

Student rarely
listens and
often "plays"
with the
manipulatives
instead of
using them as
instructed.

Working with
Others

Student was an
engaged
partner,
listening to
suggestions of
others and
working
cooperatively
throughout
lesson.
Explanation
shows
complete
understanding
of the
mathematical

Student was an
engaged
partner but had
trouble
listening to
others and/or
working
cooperatively.

Student
sometimes
listens and
follows
directions and
uses
manipulatives
appropriately
when
reminded.
Student
cooperated
with others, but
needed
prompting to
stay on-task.

Explanation
shows some
understanding
of the
mathematical
concepts

Explanation
shows very
limited
understanding
of the
underlying

Mathematical
Concepts

Explanation
shows
substantial
understanding
of the
mathematical

Student did not

work
effectively with
others.

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Explanation

concepts used
to solve the
problem(s).

concepts used
to solve the
problem(s).

needed to
solve the
problem(s).

concepts
needed to
solve the
problem(s) OR
is not written.

Explanation is
detailed and
clear.

Explanation is
clear.

Explanation is
a little difficult
to understand,
but includes
critical
components.

Explanation is
difficult to
understand and
is missing
several
components
OR was not
included.

Date Created: September 27,

2012