7/31/2019 EDEL 433 Day 1 Unit Plan (Fractions
1/2
Brittany Basile
Content Objective(s):o SWBAT know that fractions can show parts
of a whole and parts of a set.
o SWBAT identify the denominator and numerator.
o 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 Fraction: a number that names part of a whole, a set
o Numerator: The number on top of the bar, tells you how many
parts of the whole
o Denominator: The number on the bottom, tells you how the whole
is divided
o 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 willcopy 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.
7/31/2019 EDEL 433 Day 1 Unit Plan (Fractions
2/2
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 uptheir 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 practicesection 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 (wholegroup) 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:
