SDAIE LESSON PLAN for Ed470

TEACHER
CANDIDATE:
Ms. Ashley Miller

DATE:
May 11, 2014

GRADE/
Acquisition Level:
3rd Grade - Expanding

LITERATURE
SELECTION:
Fraction Action by
Loreen Leedy

SUBJECT
Math

LESSON TITLE:
Fraction Action
LESSON OBJECTIVE:
By the end of this
lesson, students will
correctly answer 4 out
of 5 questions on a
worksheet and then
share with a partner
and compare answers.

LANGUAGE STANDARDS AND CONTENT OBJECTIVES

COLLABORATIVE:
(engagement In dialogue with others)

COMMON CORE CONTENT STANDARD(s)

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.

1. Exchanging information and ideas

Contribute to class, group, and partner
discussion, including sustained dialogue, by
following turn-taking rules, asking relevant
questions, affirming others, and adding
relevant information.

CCSS.MATH.CONTENT.3.NF.A.2

Understand a fraction as a number on the

number line; represent fractions on a
number line diagram.

INTERPRETIVE:
(comprehension and analysis of written and
spoken texts)

PRODUCTIVE:
(creation of oral presentations and written
texts)

5. Listening actively
Demonstrate active listening to read-alouds
and oral presentations by asking and
answering detailed questions with occasional
prompting and moderate support.

11. Supporting opinions

Support opinions by providing good reasons
and increasingly detailed textual evidence
(e.g., providing examples from the text) or
relevant background knowledge about the
content.

INTO, THROUGH, and BEYOND

INTO
1.

Teacher will begin by first writing the

objective on the board for all the
students to see.

2.

Once objective is clearly shown and

read to the class, the teacher will
begin the lesson with a KWL chart
activity. Teacher will ask the students
what they already KNOW about
fractions. Teacher will then write these
answers on the chart. Next, the
teacher will ask what the students
WANT to know about fractions.

3.

Before finishing the chart, the teacher

will lead the students into the next
activity, Stand Up/Sit Down. Teacher
will ask students to remain seated if
none of these apply or stand up if they
have ever
a. eaten a piece of pizza
b. eaten a slice of cake
c. drank only half a glass of
juice

RATIONALE
1.

By doing this, the teacher

is setting up the
expectations for
achievement and
allowing the students to
see them.

2.

A KWL chart is one of the

best ways to activate
prior knowledge and
build background. It is
used to assess students
knowledge about a topic
and allows students to
voice what they would
like to learn about the
topic.

3.

By doing this fun and

quick activity, students
are able to understand
that fractions are used in
everyday life and it
allows the teacher to

REFLECTION
(To be completed after lesson is
presented and taught. Refer to
reflective questions)

d.

had their sandwich cut

before they ate it (squares,
triangles, halves, etc.)
e. eaten Neapolitan ice cream
(strawberry, chocolate,
vanilla)
f. seen the different shapes
of the moon (full, crescent,
half, quarter, etc.)
Teacher will then explain that by
standing up for any of these
questions, they have used or seen
fractions before in their lives. Teacher
will explain that fractions, though they
may be a math term, are used in
everyday life, they can be seen
everywhere.
4.

make connections with

them. This activity gives
students the opportunity
to respond to statements
through movement as
the teacher monitors
student comprehension
during lesson delivery.
4.

Next, the teacher will read a book

called Fraction Action. After the book
is over, the teacher will begin to
finish the last section on the KWL
chart by asking the students what
they have LEARNED so far. Teacher
will put these answers on the KWL
chart.

The book allows for more

understanding of the
topic being learned
through the use of
literature. This part of the
chart can be used to
record information
throughout the day,
adding information as the
students go. The KWL
chart can be posted so
that students can refer
back to it as needed.

Strategies
KWL Chart
Stand Up/Sit Down
Literature Selection
THROUGH
1. To get students aware of certain words
used when dealing with fractions,
teacher will go over four key vocabulary
words with the students. The words are
Numerator, Denominator, Simplify,
and Common Denominator. After
looking over each word, the teacher will
place the cards on the board for all the
students to see and review.
The teacher will now play a quick
game of Go Fish with the students.
The teacher will have a random
student pull out a piece of paper with
a fraction on it from a hat. Teacher
will say the fraction out loud, write it
on the board and call out a random
student to answer a question.
Questions will range from:

What is the numerator of

this fraction?

The denominator?

Can it be simplified, if so to
what?

Can you think of a fraction

with a common
denominator?
2. Teacher will then begin next part of the
lesson with a Group Response on the
White Board by writing 5 examples of
fractions on the board. These examples
will be picture examples like drawing a
rectangle, cutting into four parts,
shading 2 parts and answering it as
2/4ths or one half. Within the 5
examples, teacher will also cover new
material on fractions using number line
diagrams. Students will now start to

RATIONALE
1.

The purpose of
Vocabulary Go-Fish is to
increase students
vocabulary in a
cooperative and fun
setting.

2.

The Group Response/White

Board activity allows for
interaction while
prompting individual
thought. It also is a
wonderful way for
students to assess their
own understanding of key
concepts in a low-risk
environment because they
are in a group setting.

3.

In the Find your Match

activity, students are
encouraged to interact
with one another through
learning about a topic and
also teaching others what
they may know. Each
group then teaches the
rest of the class about
their fraction match.

All three strategies used in

this section are all
reinforcement activities and
allow for further learning. The
games also check for
understanding of the topic
being learned.

REFLECTION

(To be completed after lesson is

presented and taught. Refer to
reflective questions)

understand fractions in a new way.

After the teacher models

examples, the teacher will then
have 3 student volunteers help
with 3 additional examples. One
student will come up at a time to
write a fraction and the class will
out loud answer the problem.
Students may create picture
examples or number line diagrams.
3. The next part of the lesson is the Find
Your Match activity. Teacher will pass
out to half the class, examples of
fractions through the use of pictures.
The other half of the class will have the
answers to these fractions. Teacher will
explain to students that they have 2
minutes to find their partner and then
all groups will present their matches to
the whole class.
Strategies
Vocabulary Go-Fish
Group Response/White Board
Find Your Match

BEYOND

RATIONALE

1. Now that the students have practiced

1.
fractions with the teacher modeling
examples and with a partner and the
whole class, the students will now
practice fractions independently.
Teacher will introduce students to a
game of Bingo. Teacher will pass out a
Bingo sheet to each student along with 2.
20 grey squares to use as markers.
Teacher will then read out loud a
numeral fraction and allow time for
students to look at and think if they
have that fraction on their bingo
sheets. Game will continue until one
student has a row of 5 fractions and
says Bingo. Answers will be compared 3.
to check for comprehension of the
fractions. This game will be played a
total of two times. (If there is enough
time)

The Bingo activity allows

for students to practice
their fractions
independently by playing a
fun hands-on learning
game.

REFLECTION

(To be completed after lesson is

presented and taught. Refer to
reflective questions)

Find Someone Who is a

game strategy that
involves students helping
each other review
previously taught
information without
formally being graded.
This is the final
assessment and checks for
understanding of the
objective being taught.

2. The teacher will pass out a review

worksheet now and ask the students to
play a game of Find Someone Who. The
students must circulate around the
room to find help answering the
questions on the sheet. They approach
each other and ask a certain question;
if a student knows the answer, they can
write it down on the review sheet and
sign their initials next to the answer.
Each student may give information to
no more than one question on another
students paper. Teacher will then have
the class come back to their seats and
review the answers to check for
accuracy.
3. The teacher will collect the review
sheet and now students will work
independently again for this final
assessment activity. Teacher will pass
out a new worksheet to the students
with five questions on it. The fraction
questions will all be visual
representations through the use of
pictures and number lines. Once all
students are done, they will then share
with a partner next to them.
Strategies
Bingo
Find Someone Who
Assessment Activity Worksheet

Blooms Taxonomy Questions

Knowledge: What is a fraction?

Comprehension: Can you give an example of a fraction and represent it with a drawing or number line?
Application: Abby likes to collect flowers. She has 4 roses, 5 dandelions, and 8 tulips. How many of the total
flowers are roses?
Analysis: Imagining what 1/2 and 1/4 looks like represented with a picture, which fraction would be
larger? Why?
Synthesis: Imagine the world did not know about fractions, what would your definition be and how would you teach
to the world?
Evaluation: Do you think using fractions in every day life is important? Why or Why not?