Brittany Basile

Content Objective(s): o SWBAT know that fractions can show parts of a whole and parts of a set.
o o

SWBAT identify the denominator and numerator. SWBAT tell me in their own words what a denominator is

Common Core Standard: Number and Operations-Fractions 3.NF 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 Direct Instruction: First I will review key vocabulary that is pertinent to this lesson
o o o o

Fraction: a number that names part of a whole, a set Numerator: The number on top of the bar, tells you how many parts of the whole Denominator: The number on the bottom, tells you how the whole is divided Whole number: any of the numbers 0, 1, 2, 3, 4, 5, .

Students should write the following in their math journals: Write the term, definition, and picture if applicable
o

Learning strategy to help students remember terms

Denominator =down Numerator= North

Give students several fractions on the board as a class go over which part of the fraction is the numerator and which is the denominator. We will do this several times and students will copy some of the examples from the board into their math notebook to refer back to later if needed.
Guided Practice:

Students will works in groups of four to create fractions with graham crackers Give each group a graham cracker and a paper plate Have them break it in half- draw a picture of it and create one fraction for it Break each half into half- draw a picture of it and create two fractions for it Break the in - draw a picture of it and create three fractions for it.

Brittany Basile

Independent Practice:: I will draw a picture on the smart-board and have the students belly write a fraction for it using their white boards. Then I will ask the students to circle the denominator. (I will go back and forth between having them circle the numerator and the denominator. I will have the students hold up their boards for me to see. We will do this several times and then switch to me writing a fraction on the board and they will draw a picture that represents that fraction.
Assessment: I will assess students in a similar way to what was done for the independent practice

section of the lesson but instead of them holding up the boards for me to see, I will walk around the room and take anecdotal notes for each student. Closure: I will do a quick review on the board by writing a fraction and have the students (whole group) tell me the the parts of the fraction (numerator and denominator). I will then draw a few pictures on the board of different fractions and call on various students to tell me what the fraction is. Kagan Structure: