Emily Johnson

Ms.Munz
April 23 2018

Comprehensive Lesson Plan: Fractions of a whole

Subject and grade: Math, second grade/ third grade

Overview: Students will be learning about fractions. Define a fraction as a part of a whole.
Students will be able to identify ½, ⅓, ¼, and 1 whole. By the end of the lesson, students will
understand all 4 fractions.
Standards:
National state: ccss.Math.content.3.NF.A.I Understandably 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. www.corestandards.org
Common core: ccss.math.content.3.NF.A.3 Explain equivalence of fractions in special cases,
and compare fractions by reasoning about their size. www.corestandards.org
Objectives: Students will be able to identify fractions and divide items into halves, thirds, and
quarters.
Introduction: Explain what each fraction is on the board and explain how each fraction is
different and unique in a way by how much is being filled in.
Process: Greet the students when they walk in the door. Give them a few minutes to settle in.
Then explain to the class that today, they will be learning about fractions. Also defining a
fraction as a part of a whole. Then draw ½, ⅓, ¼ and a whole, on 4 different circles on the
whiteboard. Ask the students if they’ve colored in a fraction before. If they respond with a yes
then ask for one student to come to the board and fill in the circle with the correct filling.
Although if they say no then start explaining. Start explaining that whatever is the number before
4, is how many empty spaces you’ll need to fill in. After explaining then give out a paper full of
empty fractions for the students to fill in. The first worksheet will be ½, then once they are done
with that sheet ask if they have any questions and respond if they do. Then give the students ⅓
sheet and repeat until ¼. After the ¼ ask the whole class if they have any concerns. if they do
then respond to them.
Closure: Draw on the whiteboard a circle and ask what does a whole fraction look like ? If they
do need help then they will have to look back to all of their worksheets that they have worked
on. They will be taking their worksheets home to study.
Assignment: The students will take their worksheets home with them and study so that
tomorrow we can discuss what we learned today.
Assessment: I will know my students have met their objective by filling in the correct amount on
their worksheet. Also by answering the questions I have about the fractions.
Materials: 15x of each worksheet ( ½, ⅓,¼ ) colored markers, pencils, expo marker, and a
whiteboard.