Lesson Plan
Teacher:
Date:
State Framework Standard & Strand:
Math:
Grade: 3
Lesson Length:
30 min
Ma Standard 2.Reason abstractly and quantitatively.
Ma Standard 4.Model with mathematics.
1
Number and Operations—Fractions 3.NF
Develop understanding of fractions as numbers.
1.
2.
3.
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.
Understand a fraction as a number on the number line; represent fractions on a number line diagram.
a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts.
Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a
visual fraction model.
ELA
Strand: Speaking and Listening:
Ma.S&L.1.Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation
and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care,
speaking one at a time about the topics and texts under discussion).
c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
Explain their own ideas and understanding in light of the discussion.
Concept or Skill Focus: Review of Fractions
Essential Question: What do fractions represent?
Essential Goal: The goal of this lesson will be to have students practice their fraction skills by using egg manipulatives to help them
visualize the process of creating fractions that represent a part of the whole, even when simplified. The additional purpose of the
lesson is to enable students to visualize different ways of representing a fraction.
Goal: The goal of this lesson will be for students to solve mathematical problems by using egg manipulatives to help them understand
the different ways to represent fractions of a whole amount.
Connections across the curriculum: This particular math lesson has not direct connections to other curriculum however it could be
connected loosely to art and life skills. Fractions could easily be applied to measuring, baking and drawing.
1
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
Objectives
Given a discussion on
fraction knowledge the
students will discuss
ways in which
fractions are used to
help us in daily life,
what fractions
represent and how
they can be expressed.
Given a worksheet
Egg-zactly and a set
12 eggs in a carton,
students will be able to
visually and in written
form demonstrate how
to solve 8 problems on
their worksheet in 8
out of 8 trials.
Given a worksheet
Egg-quation and a set
of 12 eggs in a carton,
students will evaluate
all of the questions
involving fractions
and solve the
problems correctly in
written form as well as
demonstrate their
thinking by using a
number line in 8 out of
8 trials.
Evaluation of Learning
Formative:
During a group discussion/review of
fractions I will prompt students to
discuss fractions by asking probing
questions. I will use a checklist to
determine the students
understanding of fractions and their
uses.
Formative:
With the use of a rubric I will
observe to see that the students are
able to visually represent the
remaining 8 questions on their
worksheet with the eggs and that
they can justify their reasoning for
the way they represented the
problem by answering the question
correctly.
Summative:
I will observe the students’ ability to
use the manipulatives to test their
hypothesis about the fractions
represented. I will use a rubric to
score the students ability to color in
the correct number of eggs to
represent the corresponding fraction.
I will also be looking for proof of
their understanding by use of a
number line.
Motivation
Materials
The brightly colored
plastic egg manipulatives
in cartons of 12 will be
used as a motivator as
well as a visual support
for students who need to
work in greater depth on
their understand the
concept of fractions.
A set of 12 plastic eggs
or 1 full egg carton per
group of (2-3) students
1 set of crayons per
student
2 worksheets per
student
Modifications
Adaptations:
Multisensory adaptions will be
made for this lesson by way of
hands on manipulatives that are
similar to the worksheet they will
be working on. This reinforces the
purpose of their learning.
In addition I will use auditory and
visual engagement. (see below)
1 pencil per student
Visual aid (eggs) for students
needing kinesthetic applications.
Written directions and visual
modeling will give students who
need visual support.
Think-a-louds and auditory
explanations will be given to
students who need oral support.
Along with repeated directions and
step by step guidance.
Multicultural Sensitivity:
There is no direct multicultural
sensitivity given in this lesson as
numbers are universal. However
ESL learners will be given extra
time and single step-by-step
support to help them correctly
answer the questions presented.
The worksheet is also designed to
give them the ability to visually
demonstrate their answers instead
of requiring long written tasks.
Trans/
Timing
1 min
2 min
2 min
1 min
1 min
5 min
5 min
2 min
5 min
3 min
2 min
1 min
Procedures
1. Student’s come up to the small circular table to begin a review lesson on fractions. I greet them, “good morning ladies
and gentlemen are we ready to work on some fraction review?”
2. “Ok before we begin I wanted to talk with you about what you know about fractions. I know you have been working
hard all year to learn them and today before we review them I want to get a sense of what you know.”
3. How can we use fractions? Where might they help us in everyday life? Is there a way to simplify fractions? How? How
to I represent a fraction? What does the word fraction mean?
4. Holding up a carton of plastic eggs. “Can anyone tell me how many eggs are in the carton? Good. Can someone show
me on the white board how we might express that as a fraction? Are there two ways to say this?” Good.
5. What if I take out 2 eggs? How would I write this? Can I simplify this? Are the two fractions equivalent? Why do
you/don’t you think so? Good.
6. Today I want you to use these egg manipulatives to figure out how to solve the problems on the worksheet.
7. Hands out worksheet 1 for students to look at. On the first worksheet I want you to color in the number of eggs we
would need to make the fraction a true statement. Do you understand? Does anyone have questions? You can work in
pairs.
8. Let’s start by doing the first one together. Works out the first problem with the students by prompting them to show her
using the egg cartons, then to explain their thinking. Does everyone agree? Why or why not?
9. Ok now you do the rest. Remember if you get stuck try to use the eggs to help you figure it out. If your still stuck we can
work on it together as a group.
10. Teacher gives the students several minutes to complete the worksheet. Also helps when and if needed.
11. Everyone done? Ok good. Before we talk about the worksheet how many of you used your eggs? Was it helpful? Why?
Can you explain one problem you used the eggs for and explain your thinking for the rest of the group? Good. Anyone
else?
12. Now let’s look at the questions together. Does anyone want to try the first question? Ok good. Give it a go! Does
everyone agree? Disagree? Why?
13. Moves on to the other 5 questions. Next she goes over the worksheet and asks them for each answer if they agree or
disagree. If students have not volunteered that they simplified some of the fractions she then asks if any of the fractions
could be simplified? How? Does it still express the same idea once it is simplified?
14. Once done passes out the second worksheet.
15. This worksheet asks you to create a fraction based on the number of eggs in the carton compared to the whole.
Sometimes this is called a ratio. Does anyone know what a ratio is? Can you explain it? (a ratio expresses a part of the
whole, it is another way of saying faction)
16. Once you make the fraction don’t forget to put your fraction onto a number line to show your reasoning.
17. Don’t forget to simplify fractions if you can. You can use your eggs if you like or just do the math in your head. But you
have to have your number line to show your reasoning.
18. Everyone done? Let’s review. For each answer the students use thumbs up or down to agree or disagree with the
students answers. Once the worksheet is reviewed the lesson is closed with a discussion.
19. To close our review today I want to work on a real math problem I had at home. Are you ready? Ok. I wanted to color
some eggs for an egg hunt. I have 3 children coming to search for eggs and 24 eggs. If they Bryan found 6 eggs, Kelsey
found 14 eggs, and Tristan found 4 eggs how could I represent this as a fraction of the whole amount of eggs I started
with? How do you think we can figure this out? How could we represent this as a fraction?
20. Thank you for helping me to figure out this problem. You guys are really good at math. Thank you for helping me today
with my project for school. I look forward to seeing what you will be learning next week. Right now I think Mrs. Carr
would like you to rejoin the rest of the group.
21. End lesson
Assessment Rubrics:
Assessment 1: Observations: Students ability to use manipulatives to help them determine how to create fractions
Student Name
Student was able to use manipulatives to
help demonstrate what fractions represent
Student was not able to answer one
question about how fractions can be
represented during a group discussion
Students were able to discuss one way
fractions could be used to help us in
everyday life.
Final Question: students showed ability to
work out the group word problem using
their math reasoning skills.
Assessment 2: Able to visually represent fraction problems in Egg-zactly & complete worksheet score 8/8 (first 2 done together)
Student Name
Egg Questions 2-10
Total Correct/total
wrong
Assessment 3:
Worksheet Egg Equation Score 10/10
Student Name:
Question 1
Question 2
Question 3
Question 4
Question 5
Question 6
Question 7
Question 8
Question 9
Question 10
Gives 1 correct
explanation for 1
question at bottom
Total Questions Correct
Name: ______________________________________________
Egg Equation
Directions: Represent the following fractions by shading in the number of eggs needed. Then answer the questions below.
1)
3/3
3)
1/3
5)
2/3
7)
6/12
9)
1/6
OOOOOO
OOOOOO
OOOOOO
OOOOOO
OOOOOO
OOOOOO
OOOOOO
OOOOOO
OOOOOO
OOOOOO
2)
3/4
4)
1/2
6)
9/12
8)
12/12
10) 1/12
OOOOOO
OOOOOO
OOOOOO
OOOOOO
OOOOOO
OOOOOO
OOOOOO
OOOOOO
OOOOOO
OOOOOO
What do you notice about 3/3 and 12/12?
What do you notice about 1/6 and 1/12?
What do you notice about 1/3, 2/3, 3/3?
What do you notice about 9/12 and 3/4?
What do you notice about 12/12 and 3/3?
What do you notice about 6/12 and 1/2?
Name: ______________________________________________
Egg-zactly!
Directions: Write a fraction for the number of eggs in the box that is shaded. Next make a number line that expresses each
fraction as a part of the whole package of eggs.
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)