Day 7- Lesson 5- Introduction to fractions
Author: Maria Cibella
Grade/Level: 2nd & 3rd
Length: 30 minutes
Essential Question: What is a fraction? Do we use fractions daily? How do fractions help us? How do we write a fraction?
Performance Objectives:
 Students will be able to Recognize how fractions are used in their daily lives
 Students will be able to Retell what the numerator and denominators are
Vocabulary: Fraction, half, whole, third, fourth, denominator, numerator
I will introduce the vocabulary through the Brain Pop Jr. video. Then we will write down the specific words I want students to
know on the board.
Standards/Performance Indicators: Number & Operations—Fractions¹ 3.NF, Develop understanding of fractions as numbers.
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.
CCLS Standards that are addressed in this lesson through instructionRI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
SL.3.1. 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.
Instructional Materials: Computer, paper pizza, fraction cards, white board, markers
Initiating Strategy: Ask students who enjoys eating pie during the holidays. After students have raised their hands and talked
about what their favorite kind of pie is explain to them that the slices of pie they eat are fractions. Proceed to ask students if
they know what a fraction is. Discuss fractions and tell students that they will be learning about the different types of fractions
that are in our daily lives during the lesson today.
Teaching Procedure:
 Have students seated at their seats to watch the Brain Pop jr. fractions video.
 Play the video and pause for any questions or misunderstandings.
http://www.brainpopjr.com/math/fractions/morefractions/
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Recap the video by writing the words numerator and denominator on the board with a sample fraction, pointing to each part of
the fraction and having the students tell if it is the numerator or denominator
Pass out paper pizzas and fraction cards
In groups students will use the paper pizzas to show the different fractions I will be asking them
First show me one whole pizza and place the one whole fraction card next to the pizza
Check for comprehension and fix any groups who may have made a mistake
Next show me ½ of the pizza and put the ½ fraction card next to the pizza
Ask students if it matters which half they took away from the whole, discuss
Next ask students to show ¼ of the pizza
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Check for comprehension and fix any groups who may have made a mistake
Next ask students to show 2/4 of the pizza. Ask if anyone sees something familiar. Explain to students that 2/4 and ½ are
equivalent fractions meaning they equal the same amount, they can put the ½ fraction card next to the 2/4 pizza.
Ask students to show 1/3 of their pizza with the paper pizza along with the 1/3 fraction card
Check for comprehension and fix any groups who may have made a mistake
Finally ask students to show 3/3 with the paper pizza. Ask if anyone sees something familiar. Explain to students that 3/3 and 1
whole are the same amount and again equivalent fractions.
Closure: When students complete the group activity, allow 3 students to come up to the board and write a fraction of their
choice. They will be able to choose a student to come up to the board and draw a picture to represent the fraction their friend
has created. Go over with class and if all students draw circles to represent the fractions show students that fractions do not
have to be in the shape of a pie or pizza they can also be in the shape of a rectangle like a bar of chocolate. Re draw one of the
fractions using a “chocolate bar” picture to represent the fraction.
Ticket out the door- Students will need to name and draw a food they can turn into a fraction. They will need to pick one
fraction, ½, 1/3, ¾ or ¼ to show on their picture.
Assessment/Rubrics: From the participation in the group activities I will be able to see which students were engaged and
following along. The ticket out the door will be a good assessment to see if students retained what was taught in the lesson,
ticket will be graded out of 3.
1
2
3
Active listening
and participation
during group
activity
Distracted, not
listening or
sitting correctly,
not
participating
Listened to
directions and
followed along
with the
activity
Engaged in
lesson,
participated
and became
very immersed
in the group
activity
Listening during
video
Student is
distracted and
not listening
during video
Student
watches the
video with no
reminders
Student is
engaged in the
video and asks
questions
about the video
afterwards
Ticket out the
door
Student does
not complete
the assignment
Student
answers some
of the
assignment not
finishing all of
the task
Student
completes the
assignment
with 100%
accuracy