UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Victoria Begin PSMT Name: Sande McNeil

Lesson Plan Fractions Exploration Lesson Plan Topic: Math
Title:
Date: 1/24/17 Estimated Time: 40 minutes
Grade Level: 3rd School Site: Thiriot

1. State Standard(s):
3. NF.A.1- Understand a fraction 1/b as the quantity formed by 1 part when a whole is
partitioned into b equal parts
3.G.A.2- Partition shapes into parts with equal areas, express the area of each part as a unit
fraction of the while.

2. Teaching Model(s):
Student-centered

3. Objective(s):
SWBAT model halves, thirds, fourths, and fifths on various shapes.
SWBAT divide shapes into equal parts

4. Materials and Technology Resources

4 Anchor chart papers
construction paper
markers
math notebooks
tape
scissors

5. Instructional Procedures:
a. Motivation/Engagement:
How many people have ever shared a cookie or some chips equally with their
sibling(s)?
Today we are going to divide things around the room into equal parts and put
them on charts.
Look around at charts places throughout the room. Halves= 2 pieces,
Thirds= 3, fourths= 4, fifths= 5
Model tracing a stapler and dividing it into equal parts for a poster.
Let class pick how many parts
 Let them know that they have to try their best to draw it in equal
parts, but that they do not need to make it super perfect and spend
a lot of time doing just one and erasing to make it perfect.

b .Developmental Activities or Learning Experiences:

Hand out one piece of construction paper to each person. They can trace and
divide as many things as they want as long as they have paper, but everyone only
gets one piece
Let students explore and try their best!
After 10 minutes (give or take), have students stop making shapes and go around
and make notes about what they notice about the shapes we put up on the posters.
Students should use their math notebooks to jot down observations.
Are they all equal?
What is the most common shape you see divided into fifths, fourths, etc.
Share their observations with their table group and think about why that might be.
c. Closure:
While students are talking, walk around and listen while pulling a few examples
down from the charts to go over whole class using the projector and elmo.
Talk about sharing. When there are equal parts of a cake, everyone gets the same
amount. Would you want the bigger and/or smaller half?
It is the same with fractions, we need to divide it into equal parts
Exit ticket where students need to divide various shapes into equal parts given
based upon directions stating halves, thirds, etc.
d. Extension:
If time permits and students are understanding the equal parts concept, introduce
half written as , third as , etc.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

As this is an introductory, basic lesson with appropriate grouping for the needs of my
students based on table groups, I do not feel like any modifications are needed other than
maybe a little bit more modeling about what I want for Yacob and Sador.

7. Assessment and Evaluation of Learning:

a. Formative: Equal parts model
b. Summative: Exit ticket

8. Reflection:
a. Strengths: This was a very engaging lesson for my students and it successfully reached
all students. My higher students thought more in depth when taking notes, but my lower
students were able to achieve the level I wanted them to, due in part to the real life
experiences and hands on practice.
b. Concerns: I went over on time because I forgot we had Library for specials which
takes an extra three minutes to get ready for, so we had to do the exit ticket (although it
took only a few minutes) after we got back from specials.
c. Insights: One, make sure you know what special you have. Just because specials start
at 12:40, does not mean every special takes as long to prep for. If I had accounted for this
a bit sooner, I could have modified the lesson so we could have done it all at once instead
of looking at the clock and going Oh! Its library day!