Molloy College

Division of Education
Lesson Plan Format

Heading for Coursework

Student Jacqueline Garay-Cruz
Course EDU 505
Grade 3
Topic Fraction Circles

Professor Dr. Susan Smith

Date 10/30/2013
Content Area Math

LESSON OBJECTIVE
After listening to Gator Pie by Louise Mathews, a book about fractions, the student will play a
game using their fraction circles to represent fractions as parts of a whole and identify parts that
make up a fraction at 100 percent accuracy.

CCLS / +NYS STANDARDS AND INDICATORS

Level: Grade 3
Domain: Number & OperationsFractions
Cluster: Develop understanding of fractions as numbers
Standard: 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.
Indicator: This will be evident when students represent fractions that have denominators
of 2, 4, and 8 as parts of a whole by using pictures and objects to represent fractions.

ENGAGING THE LEARNERS

Students will watch a brief excerpt from the You Tube video Cooking Up Fractions.
MATERIALS
.

Fraction circle manipulative

Wooden number blocks

Laminated pizza pie cut outs
Fraction Worksheet
You Tube video: Cooking Up Fractions
Fraction Trivia game laminated word problems
Noise makers
Tape
Stop watch on Smart Board
Dice
Scrap paper

LEARNING STRATEGIES

Cooperative learning, group discussion, direct instruction, role-playing and teacher

demonstration.

EXCEPTIONALITY

The student with a visual impairment disability will be provided with the link to the
enlarged fraction worksheet so they they may adjust the view as needed from a computer.
In the classroom all visuals will be enlarged and laminated.
The student who is an English language learner will be provided with a vocabulary list of
fraction terms prior to the lesson in Spanish.

DIFFERENTIATION OF INSTRUCTION
The morning prior to the lesson the low-achieving students will be provided with to review
material from the earlier grades to help them gain a better understanding of fractions as parts of a
whole and fractions as part of a group through interactive online games during their learning
center time.
The High-Achieving Students will be asked to use a math journal to write the rules for adding
and subtracting fractions with like denominators and draw a picture that illustrates each rule.

DEVELOPMENTAL PROCEDURES

Students will help the teacher figure out how many slices of pizza her family can eat
tonight by using their fraction circles. (Why do I need to know how many slices each of us
can have? If I dont divide the slices evenly is it a fair share? What other foods can you
think of that can be divided evenly? How many different ways can a pizza pie be split up
into equal shares?)
The students will be introduced to fraction vocabulary on the white board.( What is a
fraction? How do we write fractions? What other words do you know are used in
fractions? Where does the numerator go? Where does the denominator go? If both the
numerator and denominator are the same number, what do we call it?)
The students will play a timed game where they will be divided into three teams using
food and other objects that can be divided and turned into fractions. The object of the
game is to guess the right answer after a minute per question totaling six minutes. Each
team will be named and the team with the most questions right will win a prize. (Do you
like learning through play? Is it easier to understand a concept with a game? Whats
better, doing a worksheet or getting excited by playing a game? What other games have
you played in math that has helped you learn?)

Artifacts* and Assessment [formal & informal]

The students will begin a worksheet in class and finish it for homework. The teacher will collect
the worksheet and grade it as a quiz grade.

INDEPENDENT PRACTICE
The students will be asked to use their fraction circle and wooden cubes to record and draw
different fractions in their math journals. The teacher will provide feedback on the journals the
following day.

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT

Direct Teacher Intervention The student, under direct intervention with the teacher, will
be provided with additional worksheets on fraction understanding as well as using dice or
number blocks to help provide a clearer understanding
Academic Enrichment: Extended learning experiences that address higher order thinking
skills should be provided for students who have easily met the objective. This activity
should be functional and meaningful, as well as acknowledged.

TEACHER REFERENCES
Module. (n.d.). engageny.com. Retrieved October 28, 2013, from
http://www.engageny.org/sites/default/files/resource/attachments/g3-m5-full-module.pdf
Walle, J. A. (2004). Elementary and middle school mathematics: teaching developmentally.
(5th ed.). Boston: Allyn and Bacon.
Cooking up fractions. (n.d.). youtube.com. Retrieved October 28, 2013,
from http://youtu.be/DCqYoL1a3a4