Lesson Plan GR 3 Fractions

Lesson Plan Template ED 3501 Curriculum Overview Lesson
LESSON: Mathematics Grade 3 Fractions

TEACHE
R
Kathy Kawade
LEARNING
OUTCOMES
GLO: Develop number sense
SLO: Students will be able to demonstrate
an understanding of fractions by explaining
that a fraction represents a part of a whole
and by describing situations in which
fractions are used
TIME !" M#$%&'S
LEARNING OBJECTIVES
Students will be able to(
)* #nterpret simple fractions in both numerical and pictorial form
+* #llustrate a simple fraction in pictorial form
3* ,ist when a fraction might be used
ASSESSMENTS
Observations: -an each student answer the fraction .uestions during the boo/0 -an
they remember how to say each in fraction form0 Do they seem to
understand how the manipulatives wor/0
Key !estions( Ho" #any $%&'s (oes it ta)e to #a)e a "*o+e, Ho" #any $%-'s.,
Can yo! #o(e+ t*e /ra0tions.,
Can anyone na#e #e a "ay in "*i0* /ra0tions are !se( in
every(ay +i/e,
Can yo! (e#onstrate on "*iteboar( in n!#eri0a+ /or#: 12 $%32 42
$%52 an( $%-6
7ro(!0ts%
7er/or#an0es:
1uestions during boo/2 reciting in fraction form2 correctly execute the
manipulatives2 correctly modeled ice cream cones2 demonstrating
numerical fractions on the board
LEARNING RESOURCES CONSULTE8 MATERIALS AN8 EUI7MENT
Whole-y Cow! Fractions are Fun by &aryn Souders
3rogram of Study2 Mathematics Grade 3
http(44wwwyoutubecom4watch0v5#sh-$63b3"#
video
Whole-y Cow! Fractions are Fun boo/
Mini whiteboards and mar/ers
7andwritten fractions on white paper
Fraction manipulatives
#ce cream scoop colouring sheets
8oc/et candies
3opsicle Stic/s w4 students names
7ROCE8URE
Intro(!0tion Ti#e
Attention Grabber 3lay fraction video http(44wwwyoutubecom4watch0v5#sh-$6
3b3"# on the Smartboard
9 min
Assessment of
Prior Knowledge
:n their whiteboards as/ if students can write or draw any way
that fractions can be used in daily life -an be from the video
clip or something they already /new Discuss any drawings
that would be easy to understand6 I/ no st!(ent (re" a
9i::a%9ie #a)e t*e# a 9i::a%9ie (ra"in; an( e<9+ain
t*at ea0* 9ie0e o/ 9i::a is a /ra0tion o/ t*e "*o+e an( it
ta)es s#a++er 9ie0es to #a)e one "*o+e 9i::a6
9 min
Expectations for
Learning and
Behaviour
Students should participate in our activities and be respectful
to the class
Advance
OrganizerAgenda
7ave des/s in a horseshoe shape so everyone can see the
teacher reading the boo/ to them #f that;s too di<cult clear a
Adapted from a template created by Dr. K. Roscoe
1
spot so everyone can sit on the =oor to loo/ and listen &a/e
the boo/ and the handwritten fraction papers with you
!ransition to Bod" &ell students that even though fractions sound scary and
confusing2 if they;ve ever helped ba/e something or split a
pi>>a evenly with friends2 they;ve already dealt with fractions
but ?ust didn;t /now it
3@ sec
Bo(y Ti#e
Learning Activit"
#$
As/ the students to ?oin you and read Whole-y Cow! Fractions
are Fun Before beginning2 explain that this is a boo/ about
fractions and that fractions are smaller pieces of one whole
thing &hroughout the boo/ /eep trac/ of anyone that is
struggling to answer &ry to /eep the .uestions covered until
you read them to /eep students from ?umping ahead without
listening &here are .uestions on every other page As/ each
.uestion and wait to see if there are correct responses 7old up
the piece of paper with that fraction written on it so they can
see and hear what each fraction actually loo/s li/e #f the same
students try to answer each time2 as/ them to wait while you
choose someone else to /eep all engaged
C min
Assessments/
Diferentiation:
Gather up the written fraction papers and randomly go through
them and have students say in fraction form what is on each
Again2 pay attention to anyone struggling
+ min
Learning Activit"
#%
Fraction manipulatives 3air up the students Dw4 popsicle stic/s*
and give each pair a set of fraction manipulatives 7ave them
wor/ together and play with the pieces to see how many of
each set of fractions Dex( four E;s* represent e.ual smaller
pieces of one whole
" min
Assessments/
Diferentiation
Fal/ around and listen to the conversations about their
manipulatives Direct any students struggling and explain
where needed After a few minutes as/( Ho" #any 4's (oes
it ta)e to #a)e a "*o+e, Ho" #any $%-'s (oes it ta)e to
#a)e a "*o+e, Ho" #any $%3's (oes it ta)e to #a)e a
"*o+e,
" min
Learning Activit"
#&
7and out the ice cream scoop colouring sheets 7ave them
write their name and row number on it 'xplain that there are
three scoops of ice cream &o the Grst row( Can yo! #o(e+ t*e
/ra0tion $%3 by 0o+o!rin; $%3 o/ t*e i0e 0rea# b+!e, To
t*e se0on( ro": Can yo! #o(e+ t*e /ra0tion =%3 by
0o+o!rin; =%3 o/ t*e i0e 0rea# ;reen, T*ir( ro" ba0) to
$%3 b+!e.et06 Decorate the ice cream cone by colouring
sprin/les or treats if you get Gnished early
" min
Assessments/
Diferentiation
Fhen loo/ing at these later it will be an easy way to determine
if the students have understood as they couldn;t loo/ at what
their neighbor was colouring for their rows; assignment
'ponge Activit" By popsicle stic/s2 put students into pairs and give each pair a
roll of H8oc/etI candies 7ave them put the candies into piles
according to colour :n their white board have them write in
numerical fraction form the amount of each colour D'x( &here
are ! yellow 8oc/ets out of )" total 5 !4)"* 7ave them do it for
each colour while you wal/ around to ma/e sure they are
understanding Fhen time is up they can split and eat their
candies
Sponge
C+os!re Ti#e
Assessment of
Learning(
&o review( Can anyone na#e #e a "ay in "*i0* /ra0tions
are !se( in every(ay +i/e, >As) severa+ st!(ents?
Can yo! (e#onstrate on yo!r "*ite boar( in n!#eri0a+
/or#: 12 $%32 42 $%52 an( $%-6 >As) one /ra0tion at a ti#e
an( *ave t*e# *o+( !9 an( s*o" t*eir ans"ers?
" min
2
)eedbac* )rom
'tudents
Ho" (i( yo! en@oy o!r /ra0tion boo), Kids put a large
chec/mar/ Dli/ed it* or J Ddidn;t li/e it* on their whiteboards
and hold it up for the teacher to see A*o /ee+s +i)e t*ey
rea++y !n(erstan( t*e /ra0tions "e +oo)e( at to(ay, Kids
draw a smiley face for yes or a frowny face for no on their
whiteboards and hold it up for the teacher to see
+ min
)eedbac* !o
'tudents
#t loo/s to me li/e most of you are beginning to get the hang of
fractions and reali>ing they are not as scary as they Grst
seemed
3@ sec
!ransition !o +ext
Lesson
$ow that everyone is starting to understand what a basic
fraction loo/s li/e both in picture form and number form2 in our
next lesson we are going to loo/ deeper into how to add these
fractions together to ma/e one whole
3@ sec
,'ee next pages for manipulatives and colouring sheet,
3
1 whole

1
2

1
2

1
3

1
3

1
3
1
4
1
4
1
4
1
4
1
6
1
6
1
6
1
6
1
6
1
6
1
8
1
8
1
8
1
8
1
8
1
8
1
8
1
8
KK#ce cream sheet on next pageKK
4
5

Lesson Plan GR 3 Fractions

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Lesson Plan Template ED 3501 Curriculum Overview Lesson

LESSON: Mathematics Grade 3 Fractions

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