Learning Goal (content standard):

3. NF. A.

3. NF. 1.

3. NF. D.

3. NF. B.

Objective: The students will understand how to write a fraction in simplified

format
Assessment: They will have an exit slip. [fill in blank worksheet]
Materials: Worksheets, pencil, marshmallows

Instruction Procedure:
1. Introduction: [ 3 min] We are going to use our marshmallows to help us
understand fractions. We are going to separate the different colors of
marshmallows and then compare them to our whole bag. Please remember NOT
to eat any of your marshmallows yet! After you are done you CAN eat them if you
want.
2. Demonstration: [ 10 min]
a. complete the process with MY bag (separate, count, write fractions, simplify
fractions if you can)
b. Grab your bag and estimate how many marshmallows you have and write
down answer.
c. count your mallows and separate them into the four different colors.. and
record.
d. write the number of one color over the whole amount of mallows from instead
your bag. Repeat.
e. when adding add the mallows together to help create an image to
understand how to add fractions with same denominator.

3. Participation:
a. talk about what color was popular.
b. what color marshmallow represents the largest fraction? why?
c. what color marshmallows represents the smallest fraction? why?
d. ask questions: fraction for X and X (two colors.. or three)

4. Practice:
a. guess the total of marshmallows in your bag!
b. open your bag and count ALL of your mallows and write that number down in
the designated box
c. organize the mallows by color and write them in the correct box on the
worksheet (1)
d. you can enjoy your mallows now while you write the fractions of each color in
your bag and complete the worksheet (s).
**** participation and practice are integrated [20 min]
5. Closing: [two min]
a. pick up garbage
b. that is how you write a fraction using many pieces within a whole bag
Questions: How can you check your answer when you write your fraction in the
simplest format?
Why is adding fractions with the same denominator easier to do
then having a fractions
without the same denominator?
Create a fraction that is already written in its simplest format.
Academic Language Focus: Fractions. Adding. Simplest form.
Closure: The following day we can talk about how to add and subtract with what
was learned in this lesson.
Self Reflection: I believe that the lesson went very smoothly, although changing
up how we did things and the timing could be worked on. Making sure that the
students do not get their marshmallows right away would be beneficial because it
took time away from having their attention on me.