Lesson #1 Intro to fractions [approx.
30 min]
Teacher: Meghan Leuschner Date: 3/13/17 Subject/ Topic/ Theme: Math-
fractions
I. Objectives
What is the main focus of this lesson?
Introduction to fractions: learning what a fraction is.
How does this lesson tie in to a unit plan? (If applicable.)
My unit is an introduction to fractions, since my students received little to no previous experience with
fractions. Instead of simply jumping into the 4th grade standards, Im starting on 3rd grade fraction
standards.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
Be able to explain what the numerator and denominator of a fraction are.
Be able to represent a fraction by shading in picture.
Be able to write the fraction (naming it) that corresponds with a picture.
CCSS.MATH.CONTENT.3.NF.A.1
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.
II. Before you start
No previous experience with fractions is needed. However, previous grade
Prerequisite knowledge
math skills are needed such as number recognition and counting.
and skills.
Formative:
-Group work sheet. Walk around and ask students questions about the
fractions and why they are shading parts in and why they are naming it
what they are naming it.
-Walk around and listen to students play go fish.
-Putting a fraction up at the end and having students show fingers to how
Assessment much I should divide and shade in based on the fraction .
(formative and -The following days board work will be naming and shading in fractions.
summative) That board work is work they do by themselves and will be used as
formative assessment.
Self Evaluation:
-Have students rate their understanding
Universal Design for Learning Networks/Domains (see UDL Guidelines)
RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Representation Multiple Means of Expression Multiple Means of
(Action) Engagement
Options for Perception Options for action/interaction Options for recruiting interest
-Song to learn about what a fraction is -Standing up/ sitting down to -Choice to work in groups of 3 or
-Notes sheet to define a fraction represent as a fraction 4
-Hearing teacher define a fraction while -Move to area of group work and -Creating own fraction on notes
writing on board go fish sheet
Options for Language/Symbols Options for Expression Options for Sustaining Effort &
-Students use scaffolded note Persistence
Notes sheet to define parts of a fraction. taking sheet
(Numerator and Denominator) -Then students fill in by shading -Go fish game is after group work
or naming fraction in the is finished
activities
-Later on students will create
(tomorrow)
Options for Comprehension Options for Executive Function Options for Self Regulation
-Notes sheet will contain big ideas and
vocabulary. -Rating self on effort
-Visuals help comprehension (pictures -Rating self on understanding
with fractions)
-Options for transferring to memory is
practicing
Projector/Computer for song:
https://www.youtube.com/watch?v=lTce7f6KGE0
Materials-what materials
Notes handout for vocab support
(books, handouts, etc) do
Group work sheet
you need for this lesson
Go Fish Cards
and do you have them?
Do you need to set up Projector/Computer for song: https://www.youtube.com/watch?
your classroom in any v=lTce7f6KGE0
special way for this
lesson? If so, describe it.
III. The Plan
Tim The description of (script for) the lesson, wherein you describe teacher
Parts
e activities and student activities
Motivation DIVIDE CLASS: Explain that this unit we will be focussing on fractions. Fractions are
(Opening/ parts in a whole. Split the class into two parts and ask one side to stand. Explain
Introducti that we have 1 part of our 2 parts that are standing. This is written as . 1 part over
on/ how many parts our whole is divided into.
Engageme
nt) Now we will watch a video to continue the introduction to our unit:
3 https://www.youtube.com/watch?v=lTce7f6KGE0
min
Pay attention to the different fractions that are shown and I will call on a few of you
after to see how many you found.
Call on students after to see how many they found and write them on the board.
2
min
5 Developm 1. Pass out note sheets. Im handing you a paper with notes to help you
min ent remember the vocabulary that we will learn about in math in our fractions
unit.
2. Read note sheet and explain what a fraction is. A fraction is simply
parts compared to a whole. The bottom portion is the denominator. This is
how many total parts there are that make one. In other words, it is how many
pieces there are total or how many pieces something is cut into. For example.
If I cut a pizza into 4 pieces. The denominator would be 4. If I cut it into 8
pieces, the denominator would be 8. The top portion of a fraction is called
the numerator. This is the part of our whole we are focussing on. If 3 of my 8
pieces had pepperoni on them, then I would write 3 out of my 8 pieces have
pepperoni as . If 2 out of my 4 pieces were eaten, I would say 2/4 pieces
were eaten. You learned in 3rd grade that the top section of a fraction is what
is shaded and the bottom section is how many there are total. That is
because the shaded part is what is being focussed on, or what someone is
talking about. In math we either use our words or we shade parts to let
someone know what part we are focussing on in a picture when we are
working with fractions.
3. Draw an example of a triangle, a square, and a rectangle. Split the
triangle into 2, the square into 3 and the rectangle into 4. Shade in for the
triangle, of the square, and of the rectangle and help the class name
each one.
5mi 4. Ask students to help you figure out how to cut and shade in a
n rectangle of
10 Let go:
min
5. Give students group work (3-4 ppl) paper and have them work through the sheet
naming and shading in the fractions. Teacher walks around and checks in with each
pair to see how they are doing.
6. Once group is done, teacher staples their work sheets together and they receive
go fish deck and play until end of lesson.
5 1. Put a fraction up on the board and have students hold up numbers on
min their hand to divide the pieces and to shade in.
2. Have students rate themselves on effort and then understanding on
their hand (1-3). 1 being I didnt try, or I have no clue. 2, I tried but I could
Closure have done better or I just need more practice, 3 being I got it and I tried my
best. (rate self once for effort/being on task and once for understanding).
Write down student names who are on a 1 in either questions.
Your reflection on the lesson including ideas for improvement for next time:
I was quite ambitious with this lesson. Looking back at it now, I dont know how I thought I could have
done all of that well in the amount of time given. Instead of diving deep, I went wide. I shouldnt have
done the notes sheet and just used the other handout for my notes, since it explained the numerator and
denominator on there as well. My teacher gave me great advice and said that I need to make fewer
handouts in one lesson. Each time I have to hand out something, it makes another transition for me. I
need to try to make fewer transitions next time.
In fact, this changes every lesson that I have made so far. Im going to make sheets double sided and find
a way to maybe use the same sheet twice. Tomorrows lesson Im going to use the shapes sheet as my
exit sheet and their mini white board. I can do that through using page covers.
Even though this lesson could have gone smoother, their group work and go fish session did show me
that they are catching onto the idea of fractions. They even seem to enjoy them. =)
