Michael Santisteban

EDU 521
Grade: 3

Topic: Partition Wholes into Fractions

Molloy College
Maria Esposito
Date: 6/15/16

INSTRUCTIONAL OBJECTIVE
After reviewing how to write a fraction, students will be taught how to partition a whole shape into
equal parts. After completing the hands on activity, students will be engaged in a scoot activity requiring
students to move around the classroom while reading and solving problems. Students will complete 20
problems using numerical representations of fractions with 85% accuracy.
NYS COMMON CORE STATE STANDARDS AND INDICATORS
Math
1. CCSS.MATH.CONTENT.3.NF.A.1: Develop understanding of fractions as numbers.
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.
Indicator: This standard will be evident when the students are partitioning wholes into equal parts.
Technology
2. Facilitate and inspire student learning and creativity. Promote, support, model creative and innovative
thinking and inventiveness.

MATERIALS

Scoot paper
Plicker Cards
Pencil
Clipboard

MOTIVATION
In order to engage the students in the lesson, students will watch a brain pop on fractions in order to
activate prior knowledge.
LEARNING STRATEGIES
Kinesthetic Learning:
The students will associate words with a hand movement.
Choral Repetition:
The students will repeat words to engage all learners.
ADAPTATIONS

The student who has a visual disability will be placed in the very front to be able to see the projector
better.
The student who has a social learning disability will be paired with the other student who is more
sociable.
The student, who has ADD, will be grouped with students who stay on task the majority of the time.
DIFFERENTIATION OF INSTRUCTION

Below level: Students will work in partners during their scoot.

On grade level: Students will complete the scoot independently.
Above level: These students will complete a fast finishers worksheet once they complete the scoot.

DEVELOPMENTAL PROCEDURES
1. Following the motivation, the teacher will begin the lesson going over how to write a fraction and the
vocabulary: numerator and denominator.
2. Next students will be taking through an interactive Smartboard presentation where they will be shown
how to break a whole into total parts (the denominator) and partial parts (the numerator).
3. Next the teacher will go over several examples of how to correctly partition a shape.
4. Following the guided instruction, the teacher will give out materials for students to try on their own.
The teacher will monitor, articulating any notices.
5. Following this, students will participate in their independent scoot activity. The teacher will review
what the room should look and sound like. Students will have 20 minutes to complete their scoot.
6. Following the scoot, the teacher will use a chime to get the students attention and instruct them to
return to their seats.

7. The students will complete a Plickers as a formative assessment. The teacher will then give 2 minutes
for students to write down any questions that they can leave in his or her mailbox for the next day.
ASSESSMENT
At the end of class, the students will come back to their desks, where they will participate in a Plickers
exit ticket.
INDEPENDENT PRACTICE
Following the lesson on partitioning wholes, students will complete a 20-question scoot independently.
DIRECT TEACHER INTERVENTION
For the student who did not meet the objective of the lesson, the teacher will travel with the student
during their scoot.
ACADEMIC ENRICHMENT
The students who easily met the objective will complete a fast finishers enrichment worksheet.

References
Language Objectives: The Key to Effective Content Area Instruction for English Learners. (n.d.). Retrieved
March 10, 2016, from http://www.colorincolorado.org/article/language-objectives-key-effectivecontent-area-instruction-english-learners
Lesson Planning for ELLs. (n.d.). Retrieved March 10, 2016, from http://www.colorincolorado.org/lessonplanning-ells
Preparing America's students for success. (n.d.). Retrieved March 10, 2016, from http://www.corestandards.org/