GENERIC LESSON PLAN (Liberal Studies Level)

INSTRUCTIONAL UNIT:
TEACHER
Cambria Smith

COURSE
Education 389
DAY
4/25/2016
CAMPUS
University of La Verne

GRADE
3rd Grade
SUBJECT
Math

LESSON TITLE
M&M Fractions
LENGTH OF LESSON
45 minutes

CONTENT STANDARDS AND CONTENT OBJECTIVES

SUBJECT STANDARD
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.2- Understand a fraction as
a number on the number line; represent fractions on a
number line diagram.
MULTIPLE INTELLIGENCE ADDRESSED
Visual- seeing the different colors and what
different fractions look like when represented
by objects.
Tactile- touching and moving the M&Ms
around and having a sort of hands on
tangible fraction in front of them.

GOAL OF UNIT
To understand what fractions are as well as
how to write them. Also, to be able to
compare fractions.
OBJECTIVE OF LESSON
The objective is for students to understand
fractions represent part of a whole and to be
able to write fractions correctly. The objective
is also for students to compare fractions and
determine which is larger or smaller.

ASSESSMENT
STRATEGY FOR ASSESSMENT
To assess student understanding, they will complete an M&M fraction worksheet and turn it
in once completed. They will also place their initial fractions by colors on a number line on
the board. This will help to identify if they understand how fractions compare and what is
larger or smaller.

LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS
I would offer skittles to those who are allergic to chocolate.
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
Long number line to post up on wall or board, M&Ms, Skittles, worksheets, computer,
PowerPoint presentation, projector, white boards, Expo markers

STEPS THROUGH THE LESSON

INTO (Orientation)
Go over fraction vocabulary. Understand what
a fraction is. What a denominator and a
numerator are.
I would present a PowerPoint on fractions to help
introduce them. I would discuss how objects represent
part of a whole and how they should be written in fraction
form. I would also teach about comparing fractions and
how to do so.

RATIONALE
I want to introduce the vocabulary first so
that students can familiarize themselves
with it and understand it when I use it. When
doing the guided practice or activity, I want
them trying to incorporate the vocabulary. I
would show the presentation to teach the
new unit on fractions and help the students
understand what they are, how to write
them, and how to compare them. The
rationale behind the number line is to get
kids up and out of their seat, as well as
seeing how all of the different fractions
compare. It shows me they understand
which fractions are smaller or larger than
others. It also lets them see everyones
different fractions and where they fall on a

THROUGH (Presentation, Structured Practice,

Guided Practice)

After the presentation, I would have some guided practice

using individual whiteboards for taking objects that
represent part of a whole and turning them into fractions.
I would also include guided practice for comparing
fractions as well.
Then, students would complete the M&M worksheet, as
well as posting their fractions on a number line on the
board.
BEYOND (Independent Practice)
Students would go home and think of one
way fractions are used in things around us. An
example I would give would be basketball.
The fraction of shots made versus shots taken
is recorded and part of their career. The next
day, student will get into groups and discuss
what they noticed and how fractions are used
in the real world.

number line.
RATIONALE
This activity is a fun one for children
because it involves candy. Using the colors
of M&Ms as fractions shows students how
fractions represent part of a whole and to
help them visualize it, as well as move the
groupings around with their hands for the
tactile learners.
RATIONALE
This gets students thinking beyond the inclass activity. It gets them realizing that
math is relevant to our lives and we need to
understand it. The rationale behind talking
in groups is to get them to talk
collaboratively, but also to hear some ideas
they may not have realized. It may change
their perspective.