Baker College Teacher Prep Lesson Plan Form

Lauren Rogers
Unit: Partitioning a Whole into
Equal Parts
CCSS or State Standards:
CCSS.MATH.CONTENT.3.NF.A.
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.

Lesson Title : Fraction Strips

Grade/Period: 3rd Grade

Lesson Duration: 60
minutes
(include timing for each
activity within your
plan)

Resources and Materials:

https://www.engageny.org/resour
ce/grade-3-mathematics-module5/file/117751
(can be attached)
Objective:
What students will learn and be
able to do stated in student
friendly language (use Blooms
and DOK levels for higher level
thinking objectives)

I can: Specify and partition a whole into equal parts, identifying

and counting unit fractions by folding fraction strips.

Essential Question(s):
Over-arching questions of the
lesson that will indicate student
understanding of concepts/skills
What is it you want the students
to learn/know? Why?

How do we know these parts are equal? Which fraction is bigger

than the other? How many equal parts have I split the paper into
now? Ask students to think about the relationship of the halves to the
fourths and the thirds to the sixths.

Inclusion Activity:
Describe an activity that will
ensure that all students and their
voices are included at the
beginning of the lesson.
Sequence of Activities:
Provide an overview of the flow
of the lesson. Should also
include estimates of
pacing/timing.

Each student is going to get two12" 1" strips of construction

paper, 12-inch ruler, and a pencil. Im going to ask the students what
they think parts of a whole represents. (fractions) What are some
fractions they know? They will talk to their neighbor about what
they think and know these things are.
Students get their materials. Talk about the activity and have them do
the discussion in the box above. Then begin the activity with the
strips.

Baker College Teacher Prep Lesson Plan Form

T: Measure your paper strip using inches. How long is it?
S: 12 inches.
T: Make a small mark at 6 inches at both the top and bottom of the
strip. Connect the two points with a straight line.
T: (After students do so.) How many equal parts have I split the
paper into now?
S: 2.
T: The fractional unit for 2 equal parts is halves. What fraction of
the whole strip is one of the parts?
S: 1 half.
T: Point to the halves and count them with me. (Point to each half of
the strip as students count one half, two halves.) Discuss with your
partner how we know these parts are equal.
S: When I fold the strip along the line, the two sides match perfectly.
I measured and saw that each part was 6 inches long. The
whole strip is 12 inches long. 12 divided by 2 is 6. 6 times 2 or 6
plus 6 is 12, so they are equal in length.
Continue with fourths on the same strip.
Fourths: Repeat the same questions asked when measuring halves.
(Students who benefit from a challenge can think about how to find
eighths as well.)
T: Make a small mark at 3 inches and 9 inches at the top and bottom
of your strip. Connect the two points with a straight line. How many
equal parts do you have now?
S: 4.
T: The fractional unit for 4 equal parts is fourths. Count the fourths.
S: 1 fourth, 2 fourths, 3 fourths, 4 fourths.
T: Discuss with your partner how you know that these parts are
equal.
Distribute a second fraction strip, and repeat the process with thirds
and sixths.

Baker College Teacher Prep Lesson Plan Form

Thirds: Have the students mark points at 4 inches and 8 inches at the
top and bottom of a new strip. Ask them to identify the fractional
unit. Ask them how they know the parts are equal, and then have
them count the equal parts, 1 third, 2 thirds, 3 thirds.
Sixths: Have the students mark points at 2 inches, 6 inches, and
10 inches. Repeat the same process as with halves, fourths, and
thirds. Ask students to think about the relationship of the halves
to the fourths and the thirds to the sixths.
Then give them the worksheet. Have them work on it by
themselves for 10 minutes. Then allow them to work with a
partner that is best for them to work on it together. Than as a
class, go over the answers. Allow them to show how to do the
problem on the board. Ask if there is another answer that could
be correct also.
Any combination of the questions below may be used to lead the
discussion.

Encourage students to use the words fractional units,

equal parts, fraction, whole, halves, fourths, thirds, and
sixths.

The whole in Problem 2 never changes. What happened

to the size of an equal part when the string cheese was
divided into more parts?

In Problem1, which was the harder fraction for you to

draw well?

In Problem 2, what do you notice about the thirds and

sixths? When we marked our measurements on the strips,
what did you remember about the measurement of 1 third of
the strip and 1 sixth of the strip?

In Problem 3, did you start drawing fourths by making a

half? Can you do the same to draw eighths?

Walk through the process of estimating to draw a half,

then a half of a half to make fourths, etc.

In Problem5, lets look at two different solution

strategies and compare them.

Then give them the exit ticket after they file their worksheet.

Baker College Teacher Prep Lesson Plan Form

Instructional Strategies:
Research-based strategies to help
students think critically about the
concept/skill
Assessment:
List both formative and
summative assessments that you
will use to assess student
understanding. Formative
assessments are given during
instruction (check for
understanding), summative are
after completion of instruction
(how will you grade quiz, test,
project, paper, presentation,
demonstration, etc.).

Introduce Activities to Support Developing Executive Function http://www.edutopia.org/blog/brain-based-teaching-strategies-judywillis

Discuss with a partner real life examples of equal parts of wholes.
(ex: pizza & pie)
Formative: Ask open-ended questions about fractions & equal
parts. The strips are done correctly. Ask them which is bigger,
or .
Summative: Homework (worksheet), Exit ticket

Differentiation:
Describe who will need additional
or different support during this
lesson, and how you will support
them. Differentiated instruction
could include testing
accommodations, preferential
seating, segmented assignments,
a copy of the teachers notes,
assignment notebook, peer tutors,
etc.

Hearing impaired Give them the paper with the steps that you are
going over with the class. Each time you move on to a new step,
write that number on the board incase they miss read what your lips
were saying. Have them sit in the front of the class. Write & draw
examples on the board. Repeat what classmates have said so they
can read your lips. Do the activity with the students so they can see
how you folded the strips. Sign the numbers that need to be used on
the ruler. Use the speaker/microphone that is provide for the student
if they can hear any bit.

Summary, Integration and

Reflection:
List the way that you will bring
students together to integrate and
reflect on their learning from this
lesson

Exit ticket. After going over the worksheet in groups then as a class.
Have them complete the exit ticket, which they then give to you so
they can get their book for daily 5.

Initial plans could also contain the following:

Accessing Prior Knowledge: What data do you have about what the students already know? What do they
need to know before they can learn this new information? What do the students know about this topic prior to
instruction? How will you engage the students, given what they already know about the subject?
Using KWL, I check to see what the students already know. For review: Note: Group counting reviews
interpreting multiplication as repeated addition. Count forward and backward by fours twice using personal
white boards. Pause between each counting sequence so students see improvement on the second try. After

Baker College Teacher Prep Lesson Plan Form

doing the fours twice, have students underline multiples of 8 (e.g., 0, 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 36, 32,
28, 24, 20, 16, 12, 8, 4, 0). Then, count forward and backward by eights twice, pausing between each counting
sequence to analyze weak points. They will need to know how to use a ruler. The basics of fractions and how to
write them should already be known. To engage them, I will have them do hands on and group work.

Anticipatory Set: What will you do to grab the students attention at the start of the lesson?
- I will let them go pick out their two strips and then ask them what they think equal parts of a whole
means. Bring up pizza and pie as equal parts of a whole.
Questions to Anticipate: What questions will students be asking you during the lesson? How will you answer
them?
- Asking why do we have fractions? How do we know that it is equal? Can I color my strips and so on. I
will either have them ask a classmate to get their opinion first or try to use real life examples and answers
to help them better understand. Some may need it written up on the board to understand and others may
understand from me explaining by word.
Wrap-up Activity and Closure: How will you bring your lesson to an end and tie it to previously learned
material? This is the summary at the end of the lesson. What did they learn?
- I will give them an exit ticket. It has three questions that are the same but done in different ways. One
you need to write the fractions and numbers, two you need to draw the actual equal parts, and three you
have to read a story problem about equal parts. This allows them to use different techniques to fully show
they understand the lesson and apply it to real world situations.
Homework/ Independent Practice: Based on what they learned in class, what could they do on their own to
practice the skill they learned today? Examples include practice problems, an investigation, a game, or any
other activity to apply what they just learned.
-They can go around the classroom with a partner and pick an object they can equally split into parts.
Then present to the rest of the class.
Adaptations: List alternative plans you will make during your lesson as you consider student strengths,
challenges, and possible misunderstandings.
-Some students may need to see me do the step first. Others may be able to follow me step by step orally.
Some may need me to put it up on the board, what the finished strip should be. Others may need a
partner to show them how they did it. They may need real like examples of what equal parts of a whole
are. My differentiation has everything I would do for a hearing impaired student.
Remediation: What else can you do/have prepared to do with the students who did not understand the
information you presented?
- Another activity for them to understand: Partition a whole amount of liquid into equal parts.
T: Just as we measured a whole strip of paper with a ruler to make halves, lets now measure precisely to
make 2 equal parts of a whole amount of liquid.
Lead a demonstration using the following steps
1. Present two identical glasses. Make a mark about 1 fourth of the way up the cup to the right.
2. Fill the cup to that mark.
3. Pour that amount of liquid into the cup on the left, and mark off the top of that amount of liquid.
4. Repeat the process. Fill the cup on the right to the mark again, and pour it into the cup on the left.
5. Mark the top of the liquid in the cup on the left. The cup on the left now shows the markings for
half the amount of water and the whole amount of water.

Baker College Teacher Prep Lesson Plan Form

6. Have students discuss how they can make sure the middle mark shows half of the liquid. Compare
the strip showing a whole partitioned into 2 equal parts and the liquid partitioned into 2 equal
parts. Have students discuss how they are the same and different.
Enrichment: What else can you do/ have prepared for the student who totally understood what you taught and
needs to take it a step further and extend the information taught?
- There is another homework sheet that they can do during daily 5 or can take home.
Changes to Future Lessons: Use your imagination- what do you think might be places in this lesson you
might want to change/ improve/ expand on in the future?
-In the future, I might want to do more strips for each parts example instead of using the same strip for
a couple different ones. Then take the students strips and laminate them for their future use and
reference.