Lesson Plan
Candidate name:
Date of lesson:
Cooperating teacher name:
School/Grade level:
Subject area:
Lesson title:
1.
Haili Crenshaw
3/1/15
Liz Reilly
Washington/3rd grade
Math/fractions
Fractions - Introduction
Content Area:
I will introduce the concept of fraction – to name parts of a whole or parts of a set. The two parts of
fraction and their definitions: numerator and denominator. Denominator represents the equal parts the
whole is divided into and the numerator is the parts we are thinking of. I will also introduce the concept
of the whole – all the parts of the fraction, such as 3/3, 2/2, etc.
2.
National and NJ State Standards:
CCSS.MATH.CONTENT.3.NF.A.1
Understand a fraction 1/b as a quantity formed by one part when the whole a whole is partitioned into
b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
3.
Community Knowledge and Experience:
Students are very familiar with how pizza is cut into equal slices. So we can start introducing this concept
into parts of a whole by dividing pizza and figure out fractional part have been eaten. In additional,
students are comfortable to point out 3 out of total 6 flowers are yellow – fractional concept of parts of
a set. Built on these daily experiences, we will introduce fraction and the terms in the fraction –
numerator and denominator.
4.
Purpose/Goal:
To introduce the concept of fractions
5.
Objectives:
At the end of the lesson, students will be able to identify the numerator and denominator of fractions.
They will also be able to point out what denominator and numerator represent. In addition, they will be
able to identify the whole (when all the fractional parts are considered, such as 3/3).
6.
Procedures:
Mini-lesson: Start with the Brain Pop Jr. video regarding fractions:
https://jr.brainpop.com/math/fractions/basicpartsofawhole/
It is an animated cartoon educational video to demonstration the fractional concepts – parts of whole
and parts of a set. Then do the follow up quiz. Students absolutely love this program.
Step 1: Introduction: Follow up on the mini-lesson, I will show a picture of a whole pizza pie, sliced into 8
parts. The question is: what fractional is for the slices being eaten? Introduce the concept of
denominator that the equal parts being divided into are the denominator and the parts being eaten is
the numerator- parts of a whole concept.
Step 2: Show the picture of a set of dishes with several being broken, ask what fractional parts being
broken? Tell students that the number 9 in 2/9 represent the total number of the plates and 2 represent
the number being broken – parts of a set concept.
Step 3: Development: Introduce the concept of the “whole”: If we ate all the 8 slices of the pizza, then
we ate 8 out 8 -in written form: 8/8 or 1 (whole). Apply it to the parts of a set: If we broke every single
plate, then it is 9/9 of the plates are broken.
Conclusion: Exit slip: Students will make an ice cream with total of 9 flavors. They will cut out the ice
cream, color the flavors, then glue all the above on construction paper, showing correct fractional parts
of each flavor.
7.
Resources:
We will need computer, Smart Board, construction paper, paper with pre-copied ice cream, glue,
colored pencil, and paper with nine flavors.
The website we will use is: brainpopjr.com
Each student will have one sheet of ice cream paper, one sheet flavors to cut out, several colored paper
and construction paper. We will collect the ice cream bowl to decorate the hall way next to our
classroom.
8.
Inclusive Instruction
•
For visual learners: We are going to watch Brain Pop Jr. video on Smart Board to demonstrate
how to present the fractions; which one is numerator and which one is denominator
•
For kinetic learners: There are 5 quizzes following the Brain Pop Jr. video, the kinetic learners
will be called up to push the button to the correct answer. In addition, they will be called to the board
on pizza slices problems to write in the answers in fractions notation.
•
For several students who have to be more concrete, I provide them with counters or dices to
help them divide the counters into equal groups and then consider how many are in each group.
•
For students who have to learn hands-on, we will do an ice cream craft to further demonstrate
the fractions as parts of a set.
•
For the dyslexia student, I will give her counters to divide the total numbers into equal groups
and then count how much in each group. This way, she will also have a hands-on experience.
•
In addition, I reduce the number to count from 21 to 12, making it easier for the dyslexia
student to digest the first concept.
9.
Assessment
•
At the end of Brain Pop Jr. video, there are five quiz problems. Students will be asked to come to
the smart board to push the correct button. If not many students raise their hand, I will know that there
might be some questions not being understood.
•
There is a math journal sheet we will start to do right after the instruction. I know there are
potentially 3 questions will get students stuck. One is to figure out 2/3 of 6. Since the denominator is not
exactly 6, students might have trouble. I will ask students raise their hands if they find it hard to
understand. Then I will give students 6 counters, explaining in fractions, we always look at the
denominator – meaning how many groups the set will be divided into. Then consider the groups instead
of individual counters.
•
I will give one sheet of homework with very similar questions related to the math journal page
we will do during the class. If there are still students who seem not understanding, I will have a small
group lesson.
10.
Applications, Connections and Extensions:
•
I will help students understand fractions problems by making connections from the previous
chapter – geometry, where we talked about making a ¼ turn, clockwise. I will show them the circle and
divide that into quarters and color the ¼ of the quarter.
•
I will also give student word problems related to fractions in real life such as: We have 15
students in the class and 1/3 of them wear black pants, how many students are wearing black pants?
Appendices:
•
Visual demonstrations: Fractions as parts of a whole or parts of a set
•
Ice cream project
Instead of only 3 flavors shown in the picture, we asked students to cut out 9 flavors and color them in
any flavors they like and write a fractional notation to represent the flavors.