Hailey Rhum

Lesson Plan: Math

02/05/2014

Lesson Title: Fractions and Sets

Level: 3

Developed by: Hailey Rhum

Grade

Education Standards:

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.

Outcomes/Behaviors:

Students will associate the model, symbol, and words used to describe a
fractional part of a set.
Students will understand that a fraction describes the division of a whole into
equal parts.
Students will understand that a fraction is relative to the size of the whole.

Assessment/Evidence:

Performance Task: Quick Check worksheet

Criteria: Students must complete the Quick Check worksheet independently
with an 80% or higher accuracy

Active Learning Plan:

A. Reminders for teacher before lesson begins/ Materials needed:
Math lesson book available
Projector screen turned on and board erased
Whiteboards handed out to students
Counters pre-counted out in bags
Quick check worksheets (21) ready to hand out at the end
B. Procedure:

Review: I know that you started working on fractions this week in

math. Were going to learn more about fractions today.
(Call 6 students to the front of the room) Your friends standing up here
are a set. How many equal parts are there in this set? (Count off each
student) (6!)

In this case, 6 would be our denominator, because there are 6 total

pieces. If we made a fraction to show the number of students in this
set (wearing tennis shoes/who are wearing a blue shirt) how many
students fit this category? (write the fraction on the board and
explain)
Thank you helpers. Can you take these counters back to your tables
and make sure that each person in your row gets a bag please?
Everyone please use your white board and draw a line across the
middle (demonstrate this) This line is going to be the line of your
fraction. The top is where the numerator will go, and the bottom is
where we will put the denominator
Can anyone tell me, what are the numerator and the denominator?
(The denominator is the whole, and the numerator is the parts)
Please grab 5 red counters and 3 yellow ones and lay them out on
your desk.
Using your white board can you show me the fraction that represents
5 red counters out of 8 total counters? (Allow for independent work
time) Okay, so what your board should have looked like is this
(Illustrate on board: 5/8)
(Discuss why this is true): Students, we had 8 total counters, so we
are going to write 8 in the bottom as the denominator. The 5 goes on
top because 5 of those counters were red.
Now I want you to write a fraction that represents the yellow counters.
Write that fraction on your board. (Allow for think time and circulate)
(Ask students what they came up with and write answer on the board:
3/8) Okay now I have a challenge for you, and I think that youre up
for it. How could we change our counters around so that we have a
fraction showing 1/8? Talk quietly with the person next to you if you are
unsure (Work time)
Okay what did we come up with? How did you rearrange your
counters to make a fraction of 1/8? (Illustrate: 1 red and 7 yellow OR 1
yellow and 7 red because 1 is a different color out of the 8 total)
STUDENT BOOK WORK: Now please make sure there is a cap on your
marker; take out your math book and a piece of paper, and turn to
page ___. When you have completed this, please give me a thumbs
up.
ASSESSMENT: Quick Check worksheet from lesson 7.3

C. Approximate time
50-60 minutes
D. Modifications
Make rounds to check for student understanding

Ask advanced students to partner up with someone who is struggling

to help guide them
E. Resources used
Pearson Success Mathematical Practices
Jennifer Barry, 3rd grade at Southdale Elementary