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EDU 122, Module 13

Standard-Based Lesson Plan

Name: Alexis Vasquez

Grade: 3
Subject: Math
Lesson Topic: This topic goes over conceptualizing fractions. The meaning of a fraction is a
number that represents a part of a whole. When a fraction is used to describe part of an area, the
whole needs to be divided into equal parts.

Standard
CCSS.MATH.CONTENT.3.NF.A.1: 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.

Student Learning Outcome(s)

• Students will be able to represent unit and non-unit fractions

• Students will be able to describe what a numerator and denominator are
• Students will be able to represent fractions using set models
• Students will be able to explain how fraction a/b as the quantity formed by parts of size
1/b using a model

Instructional Materials

1. Whiteboard
2. Dry erase markers- standard pack of 12
3. Pencils- 1-2 per student
4. Paper- 1-2 pieces per student
5. Fraction manipulatives- 8 sets
6. Worksheet- 30 copies

Teacher Prep
Time Needed: 45 minutes

1. Organize the word bank for the students to utilize

2. Organize the main vocabulary words and their definitions
3. Obtain fraction manipulatives
4. Pre-select the groups for the small group activity; three native speakers and one
ELL student per group. There will be one extra ELL speaker in one of the groups.
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5. Print copies of the worksheet being used for individual assessment

Vocabulary

1. Fraction: Represents equal parts of a whole

2. Numerator: Identifies the number of equal parts that are being considered
3. Denominator: Identifies the number of equal parts in a whole
4. Unit Fraction: A fraction where the numerator is 1 and the denominator is a whole
number
5. Non-unit Fraction: A fraction where the numerator is greater than 1; the denominator can
be any whole number
6. Set Model: Ways that fractions can be represented as a set of objects rather than a whole
7. Part: A portion of a whole that is separate
8. Partition: Divided into parts
9. Whole: A complete amount
10. Equal: The same in number
11. Half: 1/2
12. Third: 1/3
13. Fourth: 1/4
14. Sixth: 1/6
15. Eighth: 1/8

Direct Instruction (whole class)

Time Needed: 20-25 minutes for instruction and activity

1. The teacher will provide a word bank on the whiteboard for the children to reference.
The bank will contain the words: fraction, part, partition, numerator, denominator,
whole, equal, half, halves, third(s), fourth(s), sixth(s), and eighth(s).
2. The teacher will begin by introducing what fractions are and having the children write
down the definitions for fraction, numerator, denominator, unit fraction, and non-unit
fraction.
3. The teacher will ask the children what they think the words in the word bank mean.
Then, the teacher will explain how the words relate to the topic and how they can be
applied to their work. For example, the word partition can be used to substitute the
phrase “split into.”
4. The teacher will explain what it means to have a whole partitioned into equal parts
labeled 1/b. For example, a circle or square can be equally cut into four parts; each one
labeled as 1/4.
5. The teacher will explain how to properly pronounce fractions and write them in word
form. For example, 1/6 is expressed as “one sixth” and written as so.
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6. The teacher will demonstrate fractions using set models such as circles, squares, and
bars. The students will be instructed to copy the examples the teacher produces so they
can write down their answers in standard and word form. Examples of set models that
will be used are below. However, students will only be introduced to a whole, halves,
thirds, fourths, sixths, and eighths for starters.

• Circles: https://www.officedepot.com/a/products/634910/Ellison-Prestige-SureCut-Set-
Math-Large/
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• Squares: https://twistynoodle.com/rectangle-fractions-coloring-page/
• Bars: https://www.splashlearn.com/math-vocabulary/fractions/fraction-bar
7. The teacher will walk around as students work on their answers to assess and answer
questions. After, the answers will be gone over as a class.
Practice Activity (small group)
Time Needed: 20 minutes

1. The class will be split into six groups of four students; one group will have an extra
person totaling twenty-five kids. Each group will have a set of magnetic fraction
manipulatives. For this activity, the students will only need magnets that represent a
whole through eighths.
2. The teacher will tell the class a story about dinner the previous night. When the teacher
was hungry, they decided to order a whole pizza. When the teacher's brother arrived to
visit, he saw the pizza and asked to have some. The teacher gave him one slice, but he
said, “Hey! That is not fair! I want the same amount that you’re eating!” So, they decided
to split the pizza in half and they both got two equal pieces. Right as they were about to
take the first bite, his wife called, saying she was hungry. He told her they were having
pizza and she should come to join them. The teacher tried to give her one slice, too, but
she also complained that everyone should get the same amount, so they cut the pizza into
three equal pieces. The story will continue onto fourths, sixths, and eighths.
3. Each group will be randomly assigned two scenarios. For example, group 1 will be
assigned the scenario for three slices of pizza and eight slices of pizza. Group 2 will be
assigned the scenario for two slices of pizza and four slices.
4. Each group will have to work through their two scenarios demonstrating how the circles
(pizzas) get cut into equal pieces while telling their own version of a pizza story that they
produce as a group.
5. The teacher will go around assessing each group before they present.
6. The children will go up as a group and tell their pizza stories to the class, they will place
their magnets up on the whiteboard while explaining their scenarios. This allows the
children to demonstrate their understanding of fractions and partitioning wholes into
equal parts.
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• https://www.lakeshorelearning.com/products/math/math-
manipulatives/magnetic-fraction-circles/p/DD133/
Constructive Assessment (individual)
Time Needed: 15 minutes (up to 25 minutes for ELL)

The students will be instructed to put all their belongings away and have only a pencil (and an
eraser if necessary) on their desk.
Each individual student will be given a worksheet consisting of twelve questions front to back.
There will also be the same word bank from the whiteboard on the first page.
Questions:
1-3. will ask the students to write the fraction for the shaded part of each shape.
4a. will ask the students to circle the correct shape of a rectangle divided into thirds.
4b. will ask the students why they chose that specific shape to represent thirds.
5-6. will ask the students to partition rectangles into thirds and fourths in two different ways.
7-11. will ask the students to shade in the circles to model the fraction that is written out, then
they will have to write the fraction using words and numbers.
After the test, the students will raise their hands for their worksheets to be collected. If any ELL
students need extra time after the 15 minutes have been completed, they will be allowed to
resume their work in the next class over for up to 10 more minutes.
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• I created this
Support Strategies for English Learners

1. The teacher will face the class when speaking and will speak in a natural, slightly slower
paced tone.
2. Manipulatives will be used during the small group activity to allow for
comprehensibility.
3. Nonverbal responses like “thumbs up” and “thumbs down” will be used to gauge student
understanding without having to produce language.
4. Word banks will be provided to the students.
5. English learners will be given the same assessment as the rest of the class. However, they
will be allowed extra time if necessary.
6. Students will not be graded on their English language skills; they will be graded on their
understanding of the topic.
Additional Notes

• Establish a positive environment for the students

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• Give clear instructions

• Maintain student attention
• Go at an appropriate pace
• Evaluate what has taken place in the lesson