Sharing Many Things Lesson Plan Adapted from the Arlington, MA Math Curriculum Ms.

Walls Third Graders 24 students 1 IEP student 1 ELL student 1 504 plan student Topic: Math Unit: Fractions Length: 60 minutes Standards: MA Curriculum Framework for Math 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 Objectives: 1. To divide a group into equal parts 2. To name equal parts in a group with correct fraction names Understandings: 1. Students will be able to take a group of objects and divide them into equal parts. 2. Students will be able to name the equal parts with a fraction name. 3. Students will be able to find fractions of sets of discrete objects. Assessment: Student activity book Unit 7 page 8 Class Discussions before and after the activity Observing the students at work, checking the following questions: Can students find and name fractional parts of 12 objects? Can students use pictures or models to show that they have identified the correct fraction (e.g. rectangles or cubes)? Instruction: 1. Before session begins, have the easel, an easel pad, markers, and Unit 7 page 8. When finished: 1) Cities of 4 2) Math game we have gone over how to play written on the board. Gather students on the rug. Say to students, In math we have been working on finding fractions of rectangles, which are single objects that can be divided into equal parts. Its also possible to find fractions of a group of things. 2 minutes 2. Turn to easel and draw out 12 circles on a pad of the easel paper. Take out 12 marbles from a bag. Say to students, I have 12 marbles in my collection and I want to give my friend half. How many marbles should I give to my friend? I will give you 1 minute to come up with an answer and a strategy for how you solved the problem. 3 minutes

3. Give the students exactly 1 minute to come up with an answer and a strategy. After the minute has passed, invite three students who all had different strategies, to the easel to draw out their thoughts on the easel and explain their strategies to the class. Aid the students where you can in clarifying their strategies to make them easy for the whole class to understand. 10 minutes 4. Say to students, For the rest of math, you will be solving problems based around sharing 12 apples. Think about how you can picture these problems. I have cubes and other counting objects available for you to use if you need them to help you. You will need to draw out the apples for each problem to better explain your thinking. When you have finished, share your answers with a partner who is also finished. If you are done before our final discussion, you can work on your cities of 4. If you have finished that, then please work on a math game available to you in the room. Does anyone have any questions? Answer any questions the students may pose. 5 minutes 5. Send them off to work by themselves. They should only be discussing their answers with a partner when they have finished the page. Circulate around the room to help students where necessary. 25 minutes 6. Gather the students back together on the rug. Have students facing the white board and make sure they bring pencils to the rug. Say to students, You found many fractions of 12 when you solved the problems about apples. Lets record what you found. Whats of 12? What other fractions did you find? 1 minute 7. Write each fraction on the board as students say it: 1/2 of 12 is 6, 1/3 of 12 is 4, of 12 is 3, and 1/6 of 12 is 2. What do you notice about all these numbers and how they relate to 12? Guide students in saying that they are all factors of 12, except for 12 and 1 because those would just be the whole. 2 minutes 8. Say to students, Lets look together at 1/6 of 12. How do you know that 1/6 of 12 is 2? How many equal groups of apples do you have to make? How can you show me? 1 minute 9. Have two students come to the board and show you how they did it and instruct that they must use a picture. 3 minutes 10. Say to students, What about finding a fraction of a different number? How many students is our class? Turn and talk with a partner to solve this. Use drawings to help you solve this. 4 minutes 11. Collect three different ways students solved the problem and write their ways on the board. Ask students, Is anyone still confused about the work we did today? 4 minutes Materials: 14 pieces of paper to be distributed to each pair to work on the concluding problem, white board, white board markers, easel, easel pad, markers, each child has a math student activity book, pencils, 12 marbles, cubes if students need manipulatives Sponge Activity: Cities of 4 Math games