MIAA 340 Differentiated Units

By Amy Schmerer
Math Concept: Fractions
Grade 3
CCSS.Math.Content.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.

Big Ideas: Fractions can be thought of as parts of a whole. There

are models for fractions such as area, length and partitioning.
Lesson Goal #1: To activate student knowledge about fractions being an
equal part of a whole.
Open Question: I have one candy bar that I want to share with some friends. How can I
do this fairly?
Expected Student Responses
o Buy more candy bars
o Break it into pieces
o Cut it up
o Save it for later when your friends are gone and eat the whole thing
o How many friends do I have?
Management
o Students are working in partners and list ideas as they work
o Teacher Questions to Probe Thinking: When you are at home and there is
only one cookie left, what would your parents do if you have a sister or
brother? If I have one piece of licorice and I want to share it with you,
what could I do?
Academic Language Check: Guide students in changing their informal language or
playground words into academic language or scholar words. Discussion as a whole
class; then groups highlight phrases they used and write new words next to the original
ones. Chart the language on poster as shown below with an illustration of each.
2 pieces = halves
3 pieces = thirds
4 pieces = fourths
5 pieces = fifths
6 pieces = sixths
share = divide
Debrief: Have students share group ideas to the whole class as teacher charts. Remind
them to use their new scholar words. Provide the following speaking frames:
If I have one friend, a possible way to divide my candy bar equally is to _______.
If I have two friends, a possible way to divide my candy bar equally is to ______.
If I have three friends, a possible way to divide my candy bar equally is to _____.

Summarize what we have learned: Provide students with the following paragraph
frame on a strip of paper. Each student completes the frame and tapes in their math
journal. They each need to do one, but they can continue to discuss with their group.
Remind them to use their scholar words. Have students read their paragraph to a partner.
There are many ways to divide my candy bar into equal pieces depending on how
many friends I have. If I have one friend, I will divide my candy bar in _______. If I
have three friends, I will divide my candy bar in _______. Each equal piece is a fraction
of the whole.
Formative Assessment (Exit Ticket, Ticket out the Door, Show what you know):
Alex buys a candy bar and shares it equally with his 3 friends. Show how Alex and his 3
friends can each get an equal share of the candy bar.
Lesson Goal #2: Students will be able to correctly identify and label equal parts of a
whole.
Academic Language Check: Guide students in moving from the words halves, thirds,
fourths, to writing the fraction as a part of the whole:
Half = 1/2
Third = 1/3
Fourth = 1/4
Part of the whole = Fraction
Tiered Lesson: Students will be divided into two groups depending on outcomes of
lesson 1 and Academic Language Check.
Group 1: Students will work with partners to create fraction strips out of 12 inch
strips of paper using a ruler. They will create halves, thirds, fourths, sixths and
twelfths.
Group 2: Students will work with teacher to clarify misconceptions and create the
fraction strips.
Debrief: Discuss the reference charts. Guide students in labeling their fraction strips by
discussing how many equal parts they made.
Summarize what we have learned: Complete paragraph frame and read to a partner.
We have learned about dividing one whole into equal parts. We can divide one whole
into ______ pieces called _______. We can also ______ one whole into _____ pieces
called ________.
Formative Assessment: Noah, Pedro, and Sharon share a whole candy bar fairly. Which
of your fraction strips shows how they each get an equal part? Draw the candy bar below.
Then, label Sharons fraction of the candy bar.