Subject: Math

Unit Title: Fun with Fractions

Focus (main purpose): to be able to
recognize fractions, and identify larger and
smaller fractions.
Themes (sub-ideas/issues of purpose):

Standards (for total unit - add needed

rows):

Teacher: Autumn Woodard

Grade level: Third Grade
Length of Unit (days): 2

Concept (nouns) Know

(verbs) Do

Skills

NOFS 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.
NOFS 3 - Explain equivalence of
C fractions, size
fractions in special cases, and
compare fractions by reasoning
S explain
about their size.
NOFS 3c. - Express whole numbers as C whole numbers, equivalent,
fractions, and recognize fractions
fractions
that are equivalent to whole
numbers.
S express
NOFS 3d. - c. Express whole numbers C whole numbers, fractions,
as fractions, and recognize fractions
equivalent
that are equivalent to whole
numbers.
S express
Corresponding standard/s grade level before (or prerequisite
subject):
NOBTS 4 - Compare two three-digit numbers based on meanings of the
hundreds, tens, and ones digits, using >, =, and < symbols to record the
results of comparisons.
Corresponding standard/s grade level after (or prerequisite subject):
NOFS 3d. - Solve word problems involving addition and subtraction of
fractions referring to the same whole and having like denominators, e.g., by
using visual fraction models and equations to represent the problem.
Pre-Assessment: (What are the students strengths, weaknesses,

understandings and misconceptions that will inform instruction? If written,

attach at then of unit.)
A short, two question assessment asking students to identify what the
fraction is represented in the illustration and then in a group of images
depicting fractions, which fraction is the largest.
Summative (End of Unit) Assessment: (What formal assessment will be
done to demonstrate students have an understanding the concepts and
acquired the skills of the standards? Must be written prior to the beginning of
the unit. Attach to end of unit.)
A similar assessment like the pre-assessment with different questions to see
if the students who needed to improved did.

Lesson: Day One

Standard: NOFS 1, 3, 3c., 3d.
Lesson Goal (What should the students know and be able to do as a result
of this specific lesson must correspond to one of the standards above):
- Identify fractions of a whole number
Concept (nouns) Know:
- fractions, whole number
Skills (verbs) Do:
- identify
Objective/s (ABCD) (No more than 2):
- Students will be able to recognize and identify the parts that make up a
whole.
Essential Question/s (Specific questions that engage students, promotes
critical or abstract thinking, and has the potential of having more than one
right answer):
- What is a fraction?
- What is a whole number?

Pre-Assessment (What do students know and can do? How will I know?):
- attached assessment

Vocabulary to Review: Fraction, Whole Number

To Introduce: n/a
Teacher Materials:
- M&Ms
Student Materials:
- M&M fraction worksheets
Procedures
Estimate Total amount of time for class period: 1 hour (divided into
d Time
group centers)
1 minute A. Hook/Bell Ringer:
- introduce the activity to the students.
1 minute B. Focus of Lesson:
- to be able to recognize fractions.
10
D. Guided Practice (step-by-step):
minutes
1. Ask the students if they can explain what a fraction is.
2. Discuss the definition of a fraction and whole number.
3. Distribute the M&M packets and ask the students to
estimate how
Many M&Ms they believe will be in each packet without
opening it.
4. Help students complete the worksheet by allowing them to
be
independent when they can be and helping them when they
need it.
Depende
nt on
class

VII. Questions (Blooms):

Level 1-2 (Remember/Recall):
- What is a fraction?
Level 3-4 (Apply/Analyze):

- Can the student identify fractions?

Level 5-6 (Evaluate/Create):
- Can the student recognize a fraction in a real-life context?
Depende F. Closure:
nt on
- Did it help being able to see the fraction?
class
Differentiation: (Ways lesson will be differentiated to accommodate all
learners)
Learning Styles VARK:
Visual M&Ms
Auditory Story
Read/Write worksheet
Kinesthetic Arranging M&Ms
Multiple Intelligences:
Visual, Kinesthetic
Specific IEP Accommodations and Modifications:
Dependent on class
Reflection:
What worked well? Why?

What didn't work well? Why?

What would you do differently next time the lesson is taught?

Lesson: Day Two

Standard: NOFS 1, 3, 3c., 3d.
Lesson Goal (What should the students know and be able to do as a result
of this specific lesson must correspond to one of the standards above):
- Identify fractions of a whole number
- Recognize fractions
- Write word problems based on fractions.

Concept (nouns) Know:

- fractions, whole number, word problems
Skills (verbs) Do:
- identify, recognize, write
Objective/s (ABCD) (No more than 2):
- Students will be able to recognize fractions and include them in word
problems written
by themselves.
Essential Question/s (Specific questions that engage students, promotes
critical or abstract thinking, and has the potential of having more than one
right answer):
- What do you think learning about fractions are important?
Pre-Assessment (What do students know and can do? How will I know?):
- n/a
Vocabulary to Review: Fraction, Whole Number, Word Problems
To Introduce: n/a
Teacher Materials:
- Paper flowers
- Crayons
Student Materials:
- Calculator (Optional)
Procedures
Estimate Total amount of time for class period: 1 hour (divided into
d Time
group centers)
2-3
B. Hook/Bell Ringer:

minutes
1 minute
10
minutes

- Why do you think learning about fractions is important?

B. Focus of Lesson:
- to be able to identify fractions and insert them into self-written
word problems
D. Guided Practice (step-by-step):
1. Distribute the flowers and crayons.
2. Tell students to pick two colors to color their petals.
3. Ask students to calculate the total number of petals they
have and the
Numbers of each colored petal.
4. Ask students to create a word problem and write it in the
the center of
the flower. Example: Bob has a flower with 8 petals. 3/8 of
the petals are
blue. What fraction of the petals are purple?

Depende
nt on
class

VII. Questions (Blooms):

Level 1-2 (Remember/Recall):
- What is a fraction?
Level 3-4 (Apply/Analyze):
- Can the student apply their knowledge of fractions into a word
problem?
Level 5-6 (Evaluate/Create):
- Can the student recognize a fraction by seeing one?

Depende F. Closure:
nt on
- How do you see fractions in everyday life?
class
Differentiation: (Ways lesson will be differentiated to accommodate all
learners)
Learning Styles VARK:
Visual Flower
Auditory Story
Read/Write Writing a word problem
Kinesthetic n/a
Multiple Intelligences:
Visual, Linguistic
Specific IEP Accommodations and Modifications:
Dependent on class
Reflection:

What worked well? Why?

What didn't work well? Why?

What would you do differently next time the lesson is taught?