Name: Kelly Weingust

Lesson Title:


Fractions and Food
Subject Area:

Math
Grade Level:

3
rd

Unit Title:

Fraction Fun
GLCEs/ Common
Core Standard

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.
METS-S/NETS-T

3-5.RI.2. use digital tools to find, organize, analyze, synthesize, and evaluate
information
Essential
Questions:

What is a fraction?
Objectives:

Using google.com and Microsoft Word, students will copy, paste and write about
three examples of fractions found in the real world.

Tools and
Resources:
Elmo, computer, projector, banana, cucumber, apple, orange, zucchini, knife, paper
plate, An Invitation to Fractions, Teacher created Copy and Paste Directions
Rationale:


Students often show difficulty understanding fractions. This lesson will allow them
to experience the concept of fractions through the use of food.
Sequence of Activities:
Anticipatory
Questions/Activity:


Read the book An Invitation to Fractions, by Dayle Ann Dodds. Ask students
to discuss examples of fractions the author used in the book. Call students up to
the white board to write out the fraction. Emphasize the terms numerator (top
number) and denominator (bottom number).


Body of Lesson
Plan:


1) Tell students you have fruits and vegetables that are whole (not cut into parts).
Place the fruits and vegetables on a plate on the Elmo and ask the students to name
the following: banana, cucumber, apple, orange, and zucchini.

2) Cut the orange in half, and call on a student to write the denominator (bottom
number of the fraction) on the board. Remind students this number is the total
amount of pieces that create the whole orange. (two) Tell the students you are
keeping some of each fruit/vegetable for a class snack, so you are going to take
away one piece of the orange. Ask a student to write what fraction of the orange is
left on the Elmo. (1/2) Remind students that the fraction left is one piece out of
two total pieces, and can be called one half.

3) Cut a banana into 3 equal parts. Tell the students there are three pieces that
make the whole banana. Take two pieces for the class snack, and have a student
generate the fraction of pieces that are left. (1/3, or 1 out of 3 pieces)

4) Cut an apple into 4 equal parts. Ask the students how many pieces make the
whole apple. Take three pieces for the class snack, and have a student generate the
fraction of pieces that remain. (1/4, or 1 out of 4 pieces)

5) Cut a cucumber into 6 equal parts. Ask students how many pieces make the
whole cucumber. Take five pieces for the class snack, and have a student generate
the fraction of pieces that are left. (1/6, or 1 out of 6 pieces)

6) Cut a zucchini into 8 equal parts. Ask students how many pieces make the
whole zucchini. Take seven pieces for the class snack, and have a student generate
the fraction of pieces that are left. (1/8, or 1 out of 8 pieces.)

7) Teacher: I want you to close your eyes and think of some food you may eat
that are whole, but can be cut into smaller pieces.
Student: My mom made a sandwich for my lunch today. It was big, and then she
cut it with a knife.
Teacher: Your mom made you a whole sandwich for lunch, and then cut it into
parts. How many pieces did she cut your sandwich into?
Student: It was a peanut butter and jelly sandwich. She cut it into four pieces.
Teacher: I love peanut butter and jelly sandwiches! Especially when it is cut
into four equal pieces. So your sandwich was whole, and was cut into four equal
parts. Thats a great example of food that starts off whole and is cut into parts.

Teacher: Can someone think of another food that is whole and can be cut into
smaller pieces?
Student: A pizza starts out as a big circle, and its cut into parts.
Teacher: Yes a whole pizza is made and cut into pieces.

8) Tell the students they are going to find fractions using google, and we will do an
example together. Google some of their suggestions of fractions (while projecting
on the white board).

9) Show students how to open Internet Explorer and search for fractions (pizza,
pie, sandwich etc.) Explain that students should click on the word images to get
to examples. Have a student choose an example, and show the students how to
copy an image (right click on the image, chose copy).

10) Demonstrate how to open Microsoft Word from the start button. Tell students
you are going to paste the image you just copied by right clicking, and choose
paste. Explain that the image will go wherever the cursor is.



11) Have students help generate 2-3 sentences (to be typed under the image) that
can describe the pieces as they relate to the whole.


12) (Class example projected on Elmo)



Teacher: Here is our first example of a fraction in the real world it is a pizza.
Describe what you see in this picture.
Student: I see one piece of pizza.
Teacher: Tell me about the pizza as a whole.
Student: There were four pieces in the whole pizza and now there is only one piece
left.
Teacher: Im thinking we could say something like this:

Sentence Example: This pizza was whole, but it was cut into four equal parts.
Someone ate three pieces, so of the pizza is left.

13) Tell students they are going to find three examples of fractions using google.
Pass out the directions sheet titled Copying and Pasting. Read over the direction
sheet as a class.

14) Go to the computer lab to begin searching for examples of fractions. Assist
students as needed.


Conclusion

Student papers will be compiled into a classroom fraction book.

Lesson Differentiations:
Simplifications:

Students can google one picture (instead of three) that shows a fraction of a whole.


Extensions:

Students can make up a story problem about one of the fractions they chose. The
story problem could include adding or subtracting.


Assessment Piece:

Math - Problem Solving : Fractions in the
Real World

Teacher Name: Mrs. Weingust


Student Name: ________________________________________

CATEGORY 4 3 2 1
Neatness
and
Organization
The work is
presented in a
neat, clear,
organized
fashion that is
easy to read.
The work is
presented in a
neat and
organized
fashion that is
somewhat easy
to read.
The work is
presented in an
organized
fashion but may
be difficult to
read.
The work
appears sloppy
and
unorganized. It
is hard to know
what information
goes together.
Explanation
Sentences are
detailed and
clear.
Sentences are
clear.
Sentences are a
little difficult to
understand, but
includes critical
components.
Sentences are
difficult to
understand and
are missing
several
components OR
was not
included.
Mathematical
Concepts
All 3 of the
fractions are
represented
correctly.
2 of the 3
fractions are
represented
correctly.
1 of the 3
fractions are
represented
correctly.
No fractions are
represented
correctly.


Teacher Created
Handouts:

See Attached:

Copy and Paste Directions

Quality Student
Sample:

See Attached