Fractions Math Lesson Plan

1. Fraction Fruit Salad, 3rd Grade

2. Lesson Guiding Question(s):
a.) How can fractions be used to represent numbers and their parts?
b.) What is a fraction?
c.) What is a numerator and a denominator?
d.) What are equal parts?
3. Content Standards:
a.) Develop understanding of fractions as numbers.
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.

b.) CCSS.MATH.CONTENT.3.NF.A.3
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their
size.

c.) 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.

d.) CCSS.MATH.CONTENT.3.NF.A.3.D
Compare two fractions with the same numerator or the same denominator by reasoning about
their size. Recognize that comparisons are valid only when the two fractions refer to the same
whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions,
e.g., by using a visual fraction model.

e). Reason with shapes and their attributes

CCSS.MATH.CONTENT.3.G.A.2
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the
whole. For example, partition a shape into 4 parts with equal area, and describe the area of each
part as 1/4 of the area of the shape.

Standards for Mathematical Practice:

1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
7. Look for and make use of structure.

4. A. Learning Goals (Behavioral Objectives) and Assessments:

B. Assessments:
Learning Objectives
SWBAT describe what a fraction is.

SWBAT identify and explain what a

numerator and denominator are.
SWBAT identify which fraction is
bigger using a picture.
SWBAT model equal parts, one
half, one third, and one fourth.

5. Materials:
a.) Fractions, By: Penny
b.) Easel/board/markers
c.) Pattern blocks

Assessments
Students will demonstrate the
different fractions in the book
using their pattern blocks. They
will be able to explain what a
fraction is.
Students will be able to
determine which number belongs
on the top and the bottom of a
fraction.
Students will use the pictures in
the book and their pattern blocks
to model the fruit fractions in the
book determining which is bigger.
Students will model the pieces of
fruit using the pattern blocks and
then individually complete a
fraction worksheet that will be
collected and checked.

Dowdy

d.) Fraction worksheet

6. Pre-lesson assignments and/or prior knowledge:
Prior to this lesson, I will ask the students for examples of things they have seen
that are the same but different sizes. It could be a piece of birthday cake, where
someone wants a large piece while someone else wants a smaller slice. It could
be a glass of water where a person wants a full glass while another wants only a
half. I will be able to assess their concept of a fraction without them actually
knowing the word.
7. Lesson Beginning:
At the beginning of the lesson, I will draw two pies on the board. I will tell the
class that I want to share both the cherry and apple pie with my mom, dad, and

sister. I will cut the cherry pie into four equal parts. In contrast, I will cut the apple
pie into four unequal parts. I will ask the class, does each person get the same
amount of each pie, and why?
8. Instructional Plan:
1.) I will begin the lesson by drawing two pies on the board. I will cut one into four
equal parts and the other into four unequal parts. I will ask the students, does
each person get the same amount of each pie, and why?
2.) I will write the word fraction on the board and ask individual students what
they think it means? After I hear several students answers, I will give them the
definition.
What is a fraction? I will tell them that it can be defined as a part or a portion
of a whole object.
A fraction is a math term which means that something is broken into parts of a
whole.
3.) I will then draw on the board the picture that is shown to the
right and ask what a numerator and denominator are. After I call
on several students and hear their answers, I will provide them
with the definition.
What is a numerator? It shows how many portion(s) of the
whole is taken.
What is denominator? It shows how many parts there are in the whole.
I will also explain the term equal parts.
4.) I will hand out pattern blocks to the students and explain to them that we will
be using the blocks to demonstrate fractions while reading a book together.
5.) Next, I will introduce the book, Fractions, by Penny Dowdy. I will explain to the
class how the mother in the story will be using fractions to help her cut up fruit for
a fruit salad.
6.) We will read the book page by page which highlights the different fractions
represented by the fruit (equal parts, one half, one third, one fourth). As we read,
the students will be able to demonstrate the different fractions at their desks with
their pattern blocks. By the end of the book, the mother will have created a
perfect fruit salad using fractions.

7.) On the last page of the book, we will discuss as a class, which
fraction is the largest: , 1/3, . The students will have to model
their pattern blocks to show why they believe in their answer.
8.) Following this, the students will complete an individual
worksheet using their pattern blocks to model the different fraction sizes from the
book. If any students finish early, they may practice other fractions using pattern
blocks by themselves or with a partner.
9.) I will collect the students worksheets at the end of the lesson to assess how
well they understood the concept of fractions.
o Differentiation:
I will be leveraging a book which uses fractions to make a fruit salad
so students can make a connection between fractions used in school
and fractions used in their home life. The class will be able to visually
see the different parts of a fraction. They will also be using pattern
blocks to model the different fractions. This offers them a hands-on
activity. Providing pictures and models will help the students actually
see which fraction is bigger based on the visuals. If any of the
students finish early, they may elect to create and model additional
fractions by themselves or with a partner. If any students are having
trouble or taking longer to complete the worksheet, I will tell them to
try completing a fraction from each section.
o Questions:
1.) What is a fraction?
2.) What is a numerator?
3.) What is a denominator?
4.) What are equal parts?
5.) What is a half?
6.) What is a third?
7.) What is a fourth?
8.) Which is the biggest, one half, one third, or one fourth?
9.) Does each person get the same amount of each pie, and why?
o Instructional Management:
I will instruct the students that while we are discussing the terms and
reading the book that they are expected behave accordingly. They will
raise their hands when they want to speak and not call out. I will
inform them that they will receive only one warning. After that one
warning, their name will be written on the board. I will instruct the
students that the pattern blocks are not to be thrown or played with
in any other way. If they cannot follow these instructions, the blocks
will be taken away and they will not be allowed to use them. I will
have one of the students pass out the fraction worksheet. Each of the

students will be called up, table by table, to get their pattern blocks
so they do not end up all over the floor.
o Transitions:
We will open the lesson with definitions of fractions, numerators,
denominators, and equal parts. The students will be able to see and
relate different and equal size pieces of pie as fractions. The book
Fractions will be read. This will show the students that they can learn
about math and use fractions outside of the classroom while they are
at home.
9. Closure:
My lesson will conclude with me collecting the students worksheets. I will review
them overnight to see how well the students grasped the concept of fractions.
Finally, I will make a list of the most common mistakes and problems the
students had on the worksheet and review those areas the next day.