Name

Lisa Sheridan

Date

2/12/2014

Lesson Plan Component(s)

Third Grade Math Lesson

Concept/Theme

Fractions

Topic

This topic was selected by the teacher.

Grade level or age levelAppropriate

New Jersey Core Curriculum Content
Standards, Early Child Expectations or
Common Core Standards

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.

Objective/s

Students will be able to:

Use a group of objects to create fractional parts of that group by modeling
a variety of ways in which to create those fractional parts

Activity (what students will do):

Students will work in small groups as they count out each of the colors of their
M&M's and then determine each color's fractional part to the whole group

Duration

Approx. 40 minutes

Student Grouping (whole group; small

group; cooperative groups; individual):

Whole group/Individual/Small Groups

Required Materials (all materials needed

for the activity):

M&M's
Pencils
Data Worksheet

Lesson Procedure
Introduction
Development
Input (Teaching methods
and strategies)
Modeling
Check for understanding
Closure/culmination

I will begin the lesson by reviewing/asking the students what a fraction is

and what the numerator/denominator represent.
I will then explain to the children that I love playing a game called,
"Marbles." I would explain to them that I like having the same amount of
each colored marble and I wanted to see if they could help me figure out if
I had the same or if I needed to buy more.
I would go over the smart board presentation and ask the children how
many different colored marbles I had and how many total. I would model

Modifications

how to mark it down on the table I created (which is similar to the one
they are going to fill in for their activity) and then allow the children to
help me write the fractions on the smart board. We would then see how
many marbles I had of each color and if I needed to buy more.
I would then show the children the worksheet they will be doing and give
them instructions on how to complete it. Then, I would pass out the papers
and the M&M's and allow the children to begin working.
When the students are finished, they will be able to share and compare
their data with their small groups and see if there are any
similarities/differences.
When they are done comparing, I would ask the paper helpers to collect
their groups data sheets and hand them in.
I would then review what we have talked about and inform them on their
homework assignment.

Modifications/Adaptations (special needs;

multiple learning styles; ELL; fine or
gross motor disability; cultural, etc.):

I will provide additional assistance and instruction to those who need it.

Technology

I will use the smart board to review fractions and introduce the lesson. I will
allow the children to interact and work with the smart board to answer questions.

Home/Community Link

I will send home a follow up practice worksheet for homework in order to

reinforce what they have learned in class.

Assessment (method used to determine

what students actually learned)
Assessment Form must be included and
must be linked to the objectives.

I will observe how the students arrive at their answers and I would collect their
data worksheet to see if they understand that a fraction is part of a whole group.

Follow-up activities

I will send home a worksheet that allows the children to color in the correct
portion of the fraction and write the fraction as, "x parts of a whole."