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Molloy College

Education Department
Lesson Plan
Student: Raquel Rea

Professor Esposito

Course: EDU 521

Date: November 28, 2015

Grade: 3

Content Area: Math

Topic: Fractions
Instructional Objective
After the lesson on writing equivalent fractions, the students will be able to use different kinds of
models to explore fractions and see fractions as flexible in real world context by creating
equivalent fractions on the SmartBoard using interactive tools and explain why they are
equivalent.
New York State Common Core Standards and Indicators
Math Common Core Standard 3.NF.3b

Recognize and generate simple equivalent fractions. Explain why the fractions are
equivalent.
Indicator
o This will be evident when the students take a turn creating equivalent fractions on
the smartboard and explaining why each one is equivalent.
Motivator

The students will explore a Thinglink on fractions which takes them to various websites and
games on equivalent fractions.
Materials

New York Progress in Mathematics Workbook


Pencil
Ipads
Smartboard
Computer
Fraction tiles
Number lines
Play money
Strategies

Direct Instruction: The students will be guided through the lesson writing equivalent
fractions (pg.174-176)

Do Now: The students will line up the fraction strips and look at the lengths that are the
same.
Group Discussion: The students will go into math centers in groups. Group one will be
using fraction tiles, group two will be using play money, group three will be on the
SmartBoard using interactive tools, group four will be on the ipads playing fraction pizza,
and group five will be using number lines.
Read Aloud: The students will be able to explain why the fractions are equivalent.
Adaptations

Students will be provided with only and fraction strips.


Students will be given a list of vocabulary words with definitions.
Students will get extra time to complete the assessment if required.
Differentiation of Instruction

Level 1: Students will be able to write equivalent fractions as halves and fourths.
Level 2: Students will be able to write and explain why a fraction is equivalent.
Level 3: Students will be able to write and explain why a fraction is equivalent and relate it to
real-life situations.
Developmental Procedures
1. The students will complete a Do Now to show their understanding of how to
manipulate fractions. What does equivalent mean? What do you notice about the fraction
tiles and their lengths?
2. The students will then explore a Thinglink on equivalent fractions.
3. The students will interact with the lesson led by the teacher using the guided instruction
in the NY Progress workbook. What is the pattern in equivalent fractions? What is the
relationship between the numerators and the denominators? What do you notice about
the wholes?
4. The students will then complete the guided practice along with the teacher. How are
fraction strips, number lines, and rectangles as models similar and different? Which do
you think is easiest to use and why? How does each model represent a whole?
5. The students will then break into Math Centers.
6. One group will have fraction tiles to manipulate and record equivalent fractions on the
worksheet. Group two will have play money to see the relationship between fractions
and coins. Group three will be at the Smartboard using the interactive tools to write and
explain equivalent fractions. Group four will be on the ipads playing the fraction pizza
game to explore equivalent fractions. Group five will be using number lines to see the
equivalent fractions. What is the first group going to do? How long do you have for
each center? What are the rules of using the ipads? What are the rules for using the
smartboard?
7. Finally, the students will present their findings to the class.

Assessment
The students will complete a google form quiz writing and explaining equivalent fractions.
Independent Practice
The students will complete the independent practice in the New York Progress in Mathematics
workbook on page 178-179.
Follow-Up: Direct Teacher Intervention
The students that did not correctly complete the google form quiz, will meet with the teacher to
use visual images to better understand the concept of equivalent fractions.
Follow-Up: Academic Enrichment
The students will create their own real-life drawing modeling equivalent fractions and write a
story that goes along with it.

Teacher References
Sadlier, William H. New York Progress in Mathematics Grade 3. (2014) New York.

(Thinglink, 2015) https://www.thinglink.com/scene/615955989178351618