Subject: fractions as part of a whole
Grade Level: Grade 3
Objective: 1. Students will explain the concept of fractions as parts of a
whole, including the numerator and denominator. 2. Students will accurately
draw and shade models of fractions to represent various parts of a whole. 3.
Students will work cooperatively in pairs or small groups to solve fraction-
related problems, demonstrating respect and valuing others' contributions.
Learning within the curriculum:
1) Comparing Fractions: This topic explores how to compare two or more fractions
with like denominators, helping students understand the size of fractions and their
relationships to each other. This relates to the current lesson as students will need to
explain fractions as parts of a whole to understand how they compare. (MELC:
Compare fractions with like denominators.)
2) Adding Fractions: Students will learn to add fractions with like denominators,
which builds on their understanding of fractions as parts of a whole. This lesson will
extend the current lesson by requiring them to visualize and manipulate fractions as
parts of a whole when combining them. (MELC: Add simple fractions with like
denominators.)
Learning across the curriculum:
1) Art (Visual Arts): When creating a collage, students can learn about fractions by
using different colored papers and discussing how much of the whole collage each
color represents. This connects to the fractions lesson as they visually see parts of a
whole represented in their artwork. (MELC: Create artworks using various materials.)
2) Music: In music, students can learn about rhythm and beats as fractions, where a
whole note can be divided into half notes, quarter notes, etc. This relates to the
fractions lesson as it requires understanding how parts make up a whole in a musical
context. (MELC: Perform music using appropriate rhythm.)
ELICIT:
[Teaching Strategy: Cooperative Learning]
[Instructional Materials: Chart paper, markers]
Anecdote 1 - "During a family celebration, my mother always cuts the cake into equal
pieces. I remember asking her why she cuts it that way, and she explained that each
piece is a fraction of the whole cake. This made me realize how important it is to
share evenly."
Anecdote 2 - "In our neighborhood, we often share fruits during fiestas. When we cut
the mango into pieces, we make sure everyone gets a fraction of the whole mango.
It’s a fun way of learning about sharing and fractions!"
ENGAGE:
[Teaching Strategy: Interactive Learning]
[Instructional Materials: Fraction strips, colored pencils]
1) Idea - Use fraction strips to show how a whole can be divided into different
fractions. Students will color and cut strips to represent different fractions visually.
2) Idea - Conduct a “Fraction Hunt” in the classroom where students find objects that
can represent fractions (e.g., half of a paper, one-fourth of a book). They will then
share their findings with the class.
EXPLORE:
Activity 1: "Fraction Pizzas"
[Teaching Strategy: Discovery Learning]
Materials - Paper plates, colored markers, scissors
Significance - This activity helps students visualize fractions by creating their own
pizza and dividing it into different fractional parts.
Instructions -
1) Give each student a paper plate and have them draw a pizza.
2) Instruct them to cut the pizza into different fractions (e.g., halves, quarters).
3) Ask them to color each fraction differently and label the numerator and
denominator.
Rubric
-(Creativity in design) - 5 pts.
-(Accuracy in fractions) - 5 pts.
-(Clarity in labeling) - 5 pts.
Assessment Questions:
1) What fraction of your pizza is colored red?
2) How many equal parts did you divide your pizza into?
3) Can you explain what the numerator and denominator represent in your pizza?
Activity 2: "Fraction Stories"
[Teaching Strategy: Cooperative Learning]
Materials - Story cards with fraction problems
Significance - Students work in pairs to create stories that involve fractions,
enhancing their understanding through creativity.
Instructions -
1) Pair students and give each pair a set of story cards.
2) Instruct them to create a story that involves fractions based on the cards.
3) Have them present their stories to the class.
Rubric
-(Creativity in storytelling) - 5 pts.
-(Understanding of fractions) - 5 pts.
-(Engagement in presentation) - 5 pts.
Assessment Questions:
1) What fraction did you use in your story?
2) How did your story illustrate the concept of fractions?
3) Can you identify the numerator and denominator in your story?
Inclusive Activity 3: "Fraction Circle Game"
[Teaching Strategy: Experiential Learning]
Materials - None
Significance - A game that requires no materials, allowing all students to participate
regardless of the resources available.
Instructions -
1) Have students form a circle.
2) Call out different fractions, and students will show the fraction using their hands
(e.g., 1/2, 1/4) by holding up the corresponding number of fingers.
3) Encourage students to explain their reasoning for the fraction they are showing.
Rubric
-(Participation) - 5 pts.
-(Understanding of fractions) - 5 pts.
-(Respectful interaction) - 5 pts.
Assessment Questions:
1) How did you represent 1/2 with your hands?
2) What does the fraction 1/4 look like when you show it?
3) Why is it important to understand fractions in real life?
EXPLAIN:
Activity 1 - The teacher explains the concept of fractions using a pizza diagram on
the board, illustrating the numerator as the number of slices taken and the
denominator as the total number of slices.
Activity 2 - The teacher engages students in a discussion about different real-life
examples of fractions, prompting students to share their own experiences of using
fractions in everyday life, such as sharing food or dividing objects.
ELABORATE:
[Teaching Strategy: Problem-Based Learning]
Task 1 - Students will create a simple recipe that requires fractions (e.g., making
lemonade) and present how they will use fractions in measuring ingredients.
Task 2 - Students will measure objects using fractions (e.g., measuring strings or
paper) and report their findings to the class.
Supporting Material 1 - Recipe cards with fractions for students to use.
Supporting Material 2 - Measuring tools or visual aids to demonstrate fractions in
measurements.
EVALUATE:
[Teaching Strategy: Direct Assessment]
[Instructional Materials: Assessment worksheets]
Question 1 - What is a fraction, and how can you identify the numerator and
denominator?
Question 2 - Draw a model of 3/4 and explain how you shaded it.
Question 3 - Work with a partner to solve this fraction problem: If you have 2/3
of a cake and you eat 1/3 of it, how much do you have left?
H.O.T.S.:
Question 1 - How would you explain fractions to someone who has never heard of
them before?
Answer 1 - I would use real-life examples like sharing food to illustrate how parts
make up a whole.
Question 2 - If you have a whole chocolate bar and share it with 4 friends, how would
you represent that as a fraction?
Answer 2 - I would say each person gets 1/5 of the chocolate bar because it’s
divided into 5 equal parts.
Question 3 - Why is it important to understand fractions in cooking?
Answer 3 - Understanding fractions helps us measure ingredients accurately, which
is essential for a recipe to turn out correctly.
EXTEND:
[Teaching Strategy: Contextual Learning]
[Instructional Materials: Real-life objects]
Use-case 1 - Students can apply their understanding of fractions by cooking a simple
recipe at home, where they must measure ingredients using fractions, reinforcing
their learning in a practical context.
Use-case 2 - Students can engage in a community project where they help prepare
food for a local event, using their knowledge of fractions to divide food portions
appropriately for the attendees.
Assignment:
1) Assignment 1: "Fraction Recipe"
Guiding Overview: Students will create a recipe that includes fractions,
demonstrating their understanding of how to use fractions in real-life scenarios.
Assessment Question: Write a recipe for a fruit salad that uses at least three
different fractions.
2) Assignment 2: "Fraction Art Project"
Guiding Overview: Students will create a piece of art that visually represents
fractions, using colored paper or drawings to illustrate their understanding.
Assessment Question: Create a fraction collage that shows at least four different
fractions and explain how each part represents a fraction of the whole.
