Lesson 11-2

Materials/Equipment: colored counters,

elmo device, whiteboard, dry erase markers,

guided practice and homework activity sheets

Differentiated Learning:
Auditory
Kinesthetic
Verbal/Linguistic
Intrapersonal

Writing

(3.3)ARepresentfractionsgreaterthanzeroandlessthan
orequaltoonewithdenominatorsof2,3,4,6,and8using
concreteobjectsandpictorialmodels.

Visual/Spatial
Musical
Interpersonal

Curriculum Integration:
Math

TEKS Achieved:

Reading
Art

ELPSReading4F:Usevisualandcontextualsupportto
readgradeappropriatecontentareatextanddevelopgrasp
oflanguagestructures.

Blooms Taxonomy:

Knowledge/Remember
Analysis
Comprehension/Understand Evaluate
Application
Create

Classroom Strategies:
Cooperative Groups
Technology
Independent Activities
Charts/Graphs/Maps
Problem Solving
Peer tutoring

Hands-On
Centers
Simulation
Lecture
Whole-group
Pairing

Submitted by: Kai Ritter

Grade Level: 3rd

Subject: Math

Rationale: The students will understand how the fraction describes the division of a whole
(region, set, segment) into equal parts.
Objectives:
TSW recognize how to identify a second model in determining fractions where the whole is a
set of distinct objects.
TSW use models of a continuous region divided into equal parts.
Lesson Plan:
Introduction: (Anticipatory Set/Motivation):
When the students enter the classroom, I will instruct them to turn to the appropriate page in
their SAB books and turn in their math journal to the next blank page. The students will then
write their name and the date at the top. I will draw 8 circles on the board and shade one
circle. I will write One eighth of the circles are shaded. I will write 1/8 next to it. I will then
shade a second circle. I will write two eighths of the circles are shaded. I will write 2/8 next
to it. I will ask the class, how many eighths of the circles are not shaded. When students
respond with 6/8, I will have them write it down. I will ask them why eighths is used to read
denominators instead of eight. I will reply with eighths is the name for all the equal parts of
the whole. Next I will shade 6 circles. I will ask the class to discuss with their table partners
how many eighths of the circles are shaded. One partner will say, _____eighths of the circles
are shaded. The other partner will say, ______eighths of the circles are not shaded. Then, I
will shade a 7th circle. I will have the opposite partner say, _____eighths of the circles are
shaded. The other partner will say, ______eighths of the circles are not shaded. Lastly, I will
draw eight shapes of rectangles and triangles of different sizes. I will ask the class, what

fraction can be used to describe the set of shapes that are triangles? Here, the fraction 3/8
can be used to describe the set of shapes that are triangles.
Process:

Information Giving: I will ask a student to read the solve and share portion at the top
of our activity sheet. I will first make sure the students use the cube strategy to
highlight important information in the word problem. They will circle important numbers,
underline the question, and box important words. I will give the students two sided
counters to solve , 2/3, , 3/6, and 5/8. They will practice with the counters and then
draw a picture showing the counters they used. They will write a sentence showing how
many counters for each model to show the parts.
Modeling: I will ask a student to read the look back portion of the activity sheet. The
students will have time to solve the problem. We will go over it together. We will then
turn to pg. 572, and I will have a student read the word problem. I will discuss with them
what you write and what you say. I will have a student read the do you understand
portion at the bottom of the exercise. The students will have time to answer the
problem, and I will pick a popsicle stick for someone to solve.
Check for Understanding: The students will be sitting at their respective tables, (blue,
green, purple, and red). They will each be given a computer. The table leader will be
responsible for inputting the table name into the kahoot game. After everyone is added,
the students will be asked 5 questions and have 20 seconds to solve it. The table that
solves the problems quickly and correctly will be declared the winner. Going into guided
practice, I will know which concepts to give the students extra guidance on.
Guided Practice: After working in pairs, I will instruct the students to turn to their
guided instruction sheet. I will display it on the elmo and help set up the problems for the
students. We will tear out the new homework sheet, and I will help them set it up. We will
transition into small groups.
Independent Practice: The students will be working on their homework activity sheets
for seatwork during one Math rotation. If they have finished their homework activity
sheet, they can play hands on multiplication games. During the other rotation, the
students will play math games on the computer.
Closure/Culminating Activity: I will call the students back to their tables. I will ask them
if they know how to divide a continuous model into parts. I will wait for their response. I
will ask if they now know how to determine fractions where the whole is a set of distinct
objects. I will wait for their response. I will then ask them to take out their planners to
end the day.

Enrichment/Extension: I will write the fractions 6/8, 7/8, and 8/8. I will have the students
create drawings to represent each one of the fractions. They will then explain their drawing to
a partner.
Accommodations:
1. For a blind student, the teacher can read the word problems on the guided activity sheet
and homework sheet.
2. For a student that is ELL, we can go over the math vocabulary beforehand and limit it to
only key words.
Assessment/Evaluation:

1. We assess through observations during the whole group lesson and the kahoot quiz
assessment.
2. Through their guided practice activity sheets and homework sheets, we will assess the
math concepts that were comprehended.