Curriculum and Methods Lesson Plan

Demi Vigren

Date of Lesson: ​Monday, March 4

Content Area: ​Math

Grade Level: ​3rd

Topic: ​Fractions

Standards: ​3.NF.1: Understand a fraction as 1/b as the quantity formed by 1 part when a whole
is partitioned into b equal parts; understand a fraction as a/b as the quantity formed by a parts of
size 1/b. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4,
6, and 8).

Objective

This lesson is about fractions and understanding numerator and denominator, and parts of a

fraction. My objective is that the learner will be able to explain what a whole is in a fraction, the

parts of a fraction, and how a fraction is written. Students will learn how to use fractions in

everyday life. This is observable because I will be able to see whether the student has labeled the

fraction or drawn the fraction correctly.

Rationale

This is important to learn because students will see the how to use fractions in real life with

cutting food and whole parts. Students have just started looking into fractions and we will begin

talking about how fractions look visually. This relates to real life because in life, especially with

food, things are taken apart or divided up among people or for recipes. This fits into the
curriculum because it adds to the idea of division with dividing up parts of a whole. This also

builds onto other fraction lessons because students start to see what parts of a fraction look like

visually and are able to connect writing out the fraction to actually seeing it. In the future, the

students will learn how to add fractions together and see visually what that looks like as well.

This lays a foundation for that learning by providing a concept of how one set of fractions looks

like.

Pre Assessment

The students already know basic concepts about a fraction like parts, but are in need of review. I

will hold up a fraction and they will draw out the fraction as a pie. If they do not know how, I

will draw out my answer and explain to them the parts I shaded relating to the format of how a

fraction is written.

Summative Assessment

I will know if all students have connected the concept when they all guess the pictionaries and

are able to label their fractions correctly on the plates.

Connections

I will connect with them by explaining that fractions are like parts of food or cutting up food. I

will explain multiple areas of where fractions are seen. I will need to review with them the parts

of a whole and then the whole itself. In order to be successful, they need to know what makes a
fraction and the parts are essential. I will explain to them that anything can be a whole, and a

whole can be divided into parts, and that fractions are equal parts of a whole.

Introduction

I will engage the students by relating fractions to a certain food. I will have some type of actual

food with me and split it into pieces (candy, etc). This is a way I will hook them. I will need to

introduce the concept of the whole and equal parts. I will put the content in context by explaining

how parts others have eaten are the numerator and the number of pieces is the

whole/denominator. I will explain how they must cut the food into 2,3, 4, 6, or 8 pieces.

Task

During the lesson, students will be having a picnic. They will choose pieces of food I have cut

out from a magazine and cut them into either 2, 3, 4, 6, or 8. They will then put their cut out

piece of the food on a plate and label it as a fraction on their plate. During this time, I will be

guiding them, asking them questions, affirming them on what they are doing right or wrong.

Closure

I will close the lesson by guiding the students by asking them what they learned about fractions

and their parts. After the activities, I will know whether they have understood the content or not.

I will come back to the objective by asking them what they learned about parts of the fraction.

Student Thinking
The type of thinking that is required of students in this lesson is thinking critically and creatively.

They need to think about how many parts of the wholes are represented on their plates. They will

need to think creatively about different real life things acting as wholes and their parts for

pictionary. Students are asked to intellectually engage with the task by increasing their

knowledge in real life terms by connecting what they know about fractions with their parts and

their wholes.

Formative Assessment

As I teach the lesson, I will check whether the students are understanding the material by asking

them why they thought this way and why they used the fraction in this way. By asking them

questions, I am looking for them to give me more insight into what they are understanding. As an

exit ticket, I want them to be able to explain to me what their drawing is on the board and what

the fraction represents.

Accommodations

Students might struggle with the idea of the real life application of fractions. For students who

need more of a challenge, I would ask them to divide the fractions even more complex parts like

eighths and try to make as many fractions as they can. For students who are struggling, I would

ask them to do two foods and try simple fractions like halves or fourths so there is no confusion

with all the parts. For specific students, I will make accommodations for working alone or with a

partner depending on their needs.

Technology

I am not using much technology to enhance learning in this lesson. I personally feel like the

students need me to show them how dividing food works first in real life before moving onto it

virtually. This way the students can be hands on with the concept of a whole, fractions, and parts

of a fraction. However, if there was an app similar it would be something they could use as

homework following the lesson.

Logistics

I anticipate the lesson will take 20 minutes. I will need to cut out food pictures, and glue sticks,

scissors, whiteboard, paper plates, a bowl and markers or pencils. I will tell the students for the

food pictures that they have 5 foods they need to take to the picnic and put on their plate, but

they need to cut it into parts based on how much they want. If they want a half, they will be

taking a lot but if they want a fourth they will be taking a little. Then they will label each food on

their plate based on their parts and wholes in fraction terms. Some rules I would provide would

be using scissors only for cutting the paper and glue for pasting. Also, making sure they put the

scissors back together when done and putting caps with a “click” on glue sticks. Then, they have

to be set back down in the middle of the table after using it for the paper picnic pieces.