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Fatima Nasir

Title of the book: Full House An Invitation to Fractions


Author: Dayle Ann Dodds
Illustrator: Abby Carter
Abstract of the chosen literature: Miss Bloom runs the strawberry and loves to have a full
house; the inn consists of six rooms. So, she tries to have six guests. In this story, each room gets
rented out which makes her happy because she has a full house. She prepares her guests dinner
and serves dinner. Everyone goes to bed, she hears noises from kitchen and goes to downstairs to
see the guests cut up the cake into 6 pieces and left one to her.
Grade: 3
Common Core Standards:
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.
CCSS.Math.Content.3.NF.A.3.a
Understand two fractions as equivalent (equal) if they are the same size, or the same point on
a number line.
I.E.P. Goals:
Kevin will pay close attention and listen to the story

When he is in need of help he will ask for assistance

He will follow instructions of the game and introduce himself to his partner

Primary and secondary target: Kevin will understand that fractions are part of a whole.

Description of Classroom layout: A small special education class with Para-professionals and
high use of technology when necessary, and an assistant for Kevin for one-on one instruction.
Modifications of activities are with done with images and use of technology when necessary.
Communication with parents and other staff are done through email and meetings. Assessment of
learning goals and IEP is done through games and worksheets, depending on the objective.

Lesson Plan

Tittle: Full House An invitation to Fractions

Learning Objectives: students will be able to understand fractions as part of a whole and that
the whole must be divided into equal sized portions or fair shares. Also students will be able to
use fraction related languages such as halves, thirds, fourths and eighths and also be able to
recognize unit fractions.

Materials: Book: Full House An invitation to Fractions, 5 different colored paper, scissors,
markers and a stapler.

Common Core State Standards:


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.
CCSS.Math.Content.3.NF.A.3.a
Understand two fractions as equivalent (equal) if they are the same size, or the same point on
a number line.
Justification: We chose this book because its an easy introduction to fractions.

Vocabulary: Numerator and Denominator

Types of Questions: 1. what are some ways we use fractions in our daily lives? (In real world
situations) 2. What are some things that are typically divided into fractions?

Implementation Procedures: First I will, explain the students that a new unit we will be
working on in math is Fractions. Who has heard of fractions? I will define fractions and explain
that when you cut up/ divide a certain thing into a specific amount of pieces the total number of
pieces is called the denominator and when seeing how many pieces are left or gone that
number is called the numerator. I will show an example on the board with a pizza that is cut into
8 slices and 4 friends ate one slice each and shade in the eaten slices and show students that the
fraction is 4/8 and slowly when they start to have a better understanding of fractions they will
understand that 4/8 is also equivalent to .

Then I will read the title of the book ask students what they think the tittle of the book means
Full House means? So we the teachers can see what the students interpretations are. While
reading the book we will discover that there are 6 rooms altogether in Inn, while reading the
book either I or the students will help me shade in the rooms as they are being rented to guests
have students engage and answer how many rooms are taken and how many rooms are still
vacant in fraction terms. After reading the book we will discuss why was the cake cut evenly
into six slices? How many people were there? Did everyone get the same number of slices?

Activity #1: After the read Aloud, the students will be given six different sheets of colored paper
and they will create their tittle of the book as they wish. For example, My Fraction Book. We

will explain that the sheet of paper is a whole and when you fold it in half, the two halves
become a whole and then when you fold the paper into four equal parts the students through their
own observation will discover that if they combine two fourths that is equal to one halve and for
fourths equal a whole. When they understand this concept we will tell them to fold their next
sheet of paper in eight equal folds and make their discoveries of how two-eights equal one-fourth
and four eights equal two- fourths as well as one half. After they have understood this concept of
parts and whole and how fractions can be equivalent even if they have different numerators and
different denominators. Students will be documenting their findings in their math journals. When
we feel they understand the half, fourths and eights concept we will guide them to their findings
with thirds and sixths as well. For a wrap-up we will have a whole class group discussion
discussing their findings on how fractions are equivalent and if they have some certain strategies
or skills to help them understand why such fractions are equivalent to others with different
numerators and denominators.

Modification: (for Kevin) since Kevin has a one-on-one instructional assistant with him during
instruction, He will seek assistance from the paraprofessional. The para-professional will have
prepared the three pieces (halves, fourths, and eighths) of paper and kevin will identify which
piece of paper represents what fraction.

Activity #2: The teacher will have images on his go talk that he will identify the shaded pictures.

For extensions of this activity we will distribute fraction worksheets as homework, so the
students can review and we could use this as an assessment to see how much the students
understand.

Since Kevin enjoys learning with technology he will be able to play math games pertaining
fractions online. Some websites: http://www.aasd.k12.wi.us/staff/boldtkatherine/mathresources36/math_fractions.htm

http://www.internet4classrooms.com/skill_builders/fractions_math_third_3rd_grade.htm

Activity#2: For math centers one of the games we could implement is print out a deck of
fraction cards and players split the cards in half and both flip over their cards and see which
player has a larger fraction and the player with the larger fraction card gets both the cards and at
the end the player with most card wins.

Modification activity: For students who are struggling we could make a game with fractions
and pictures showing the amount of fraction and they could understand why 4/8 equals , and
when they dont need the pictures anymore they will use cards without pictures also for students
that have a better understanding with fractions they will be story problems with fractions in
centers and we will be walking around and questioning students of how they got the answer and
what strategies they used to get their answer.

Kevin will choose a partner to play with and the Para-professional will sit with him and assist
him if he needs help. Kevin will start playing with the deck that has visual representations and
the paraprofessional will decide if he can play with the decks without visual representations.

Assessment: The Para-professional will assess him informally by observing his behaviors and
the questions he get correct. He will have to master 80% of the card games and the technology
resources.