Jessica Antonio

DIRECT INSTRUCTION LESSON PLAN Grade Level/Subject:3rd Grade Math Topic: Fractions

Rationale: Students need to learn how to partition shapes in order to have a better understanding of fractions. Common Core/Essential Standards Reference: Develop understanding of fractions as numbers. 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. Reason with shapes and their attributes CCSS.Math.Content.3.G.A.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. Behavioral Objective: Students will accurately partition shapes into . 1/3, and . Students will work independently. They will be expected to earn 17 out of 21 points to be successful. Prerequisite Knowledge and Skills: Students should know how to partition a hexagon from using the pattern blocks, and they should know how to determine what the fraction is. Students should be able to create fractions and fraction equations. Materials/Resources: Fraction Capture handout from Marilyn Burns Colored pencils (one for each student) 10-12 dice (one for each pair) Draw the Partition worksheets from Beyond Pizzas and Pies: 10 Essential Strategies for Supporting Fraction Sense Content and Strategies Focus/Review: We have learned how to create fractions using the pattern blocks, but today we are going to learn how to create fractions with other shapes. Draw a rectangle divided into 4 equal parts. Ask the students what fractions are represented by the parts of the rectangle. Ask the students what the fraction equation would be. Ask students what it means to have , 1/3, and of a whole. Objective (as stated for students): Today we are going to be learning how to partition different shapes to create fractions. Teacher Input: The other night I ordered a pizza and it was cut into 4 equal slices (draw it on the paper board). Another word for cutting a shape into equal parts is called partitioning (Write this on the paper board). Since there are 4 pieces in the whole pizza, 1 piece out of 4 is 1/4 (draw this on the pizza slice). If we know what is, what is ? If we wanted to cut a pizza in half,

what would it look like? Take responses from the students to draw it on the paper board. What fraction does each part represent? If we wanted to cut a pizza into 3 equal parts, what would it look life? Take responses from students and draw it on the paper board. What fraction does each part represent? So what would 2/3 be? Guided Practice: We are going to play a game called Fraction Capture. You are going to have to roll the dice and whatever fraction you get, you will have to partition the circle. If you capture more than half of the circle, you win. Each partner needs a different colored pencil, so you know which one is yours. For example, if I roll a I am going to shade half of the circle. If my partner rolls a too, she shades in her half, and it is a tie. If I roll a on the next round, I would win that circle because I captured most of the circle. I would shade of the circles. I can also use more than one circle if I need to. The students will work in groups of 2 and play Fraction Capture. Each group will need a dice with , , 1/3, 2/3 and 1 on them and the worksheet. Have the students refer to the paper board if they need help dividing the circles. The students can discuss with their partner or other groups how to divide their circles. They may also use available manipulatives to help them. Walk around the room to monitor students and help if necessary. The students should complete the handout if time allows. Independent Practice: Students will complete the Draw the Partitions worksheet independently. The students will have to partition different shapes into , 1/3, and as well as write them on a number line. Walk around the room to monitor and assist as needed. Closure: Draw some of the shapes on the worksheet on the paper board. Ask the students how to partition the shapes into , 1/3, and and have them come up to the board to do it. Have the other students decide whether the partitioning is right or wrong and why/why not. Evaluation: Students will be evaluated on their understanding through observations and questions throughout the lesson. Students will also be evaluated on the worksheet they complete: Full Mastery: 17 out of 21 questions are correct Partial Mastery: 16 or fewer out of 21 questions are correct No Mastery: 10 or fewer out of 21 questions are correct Plans for Individual Differences: Struggling students: Students will work with an advanced student if needed or the teacher will give assistance. Advanced students/Early Finishers: Ask students if they can draw their own fraction and write down what the fraction is on the bottom of the Partition worksheet.