EDC274 Mini-Lesson Plan Template

Name: Shelby Matsko Pima Course: EDC274 Instructor: Eagleton

Subject: Math Topic: Fractions Grade Level: 3 Duration: 10 minutes

List of Materials, Handouts, Rubrics, and other Docs: play dough, personal white boards, dry erase markers, pizza template,
crayons, colored pencils, pencils

Purpose (kid-friendly): This lesson will help me become a better mathematician by understanding the parts of a fraction.

Components Description of Plan

Content Standard
Choose ONE AZCCR standard and type
it out along with the number
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.

Learning Objective Blooms Level: Applying

Choose ONE level of complexity
from Blooms Revised Taxonomy Objective: Students will be able to model their understanding of a fraction as equal
Write ONE objective that is ONE parts of a whole.
simple sentence with ONE carefully
chosen verb
Kid-Friendly Version: I can model my understanding that a fraction is equal parts of
a whole.

1-2 Anticipatory Set Teacher will (TW): Students will (SW):

mins
A quick "hook" to grab the
2 student's attention
min Activates prior knowledge of
the objective
Requires active participation
from ALL learners
1-3 Teaching-Input/Modeling
mins
Provides information and
3 vocabulary in multiple
1. Teacher will create a pizza with
play dough. One slice will have
just cheese, one slice will have
pepperoni (blue slices), one
slice will have pineapple (green
slices), and one slice will have
pepperoni and pineapple.
2. Teacher will ask the students
what fraction of the pizza is just
cheese
3. Teacher will ask the students
what fraction of the pizza has
pepperoni
4. Teacher will ask the students
what fraction of the pizza has
pineapple
5. Teacher will ask the students
what fraction of the pizza has
both pineapple and pepperoni
6. Teacher will ask the students
what fraction of the pizza has
cheese
Teacher will:
1. Teacher will ask students for
the fraction of the pizza that
1. Students will record on
personal white board the
fraction for just cheese
2. Students will record on
personal white board the
fraction for pepperoni
3. Students will record on
personal white board the
fraction for pineapple
4. Students will record on
personal white board the
fraction for pineapple and
pepperoni
5. Students will discuss and
answer as small group which
fraction of the pizza has
cheese and explain their
reasoning
6. Students will engage with the
objective by stating that each
piece of pizza is a part of the
pizza therefore I can model
my understanding of a fraction
as an equal part of the whole
Students will:
1. Students will answer as whole
group the fraction for the
 EDC274 Mini-Lesson Plan Template

mi modalities had pepperoni (1/4) pepperoni pieces of pizza

n Teacher models how to do 2. Teacher will ask why the one is 2. Students will first discuss in
the Active Involvement the top number and explain the small groups then share out as
vocabulary as numerator class discussion for top and
3. Teacher will ask why the 4 is bottom number reasoning
the bottom number and explain
the vocabulary as denominator
5-8 Teacher will: Students will:
mins
Active Involvement 1. Teacher will provide students 1. Students will create through
with a pizza template and ask drawing a pizza that will satisfy
6
Describes highly engaging students to create a pizza for their family
mi
strategies their family 2. Students will then write a
n
Includes various checks for sentence telling which fraction
understanding what family member gets. For
example My dad gets 2/6
pieces because he only likes
pepperoni
1-2 Closure Students will:
mins
ALL students must engage in 1. Students will label their pizza with fractions.
brief closure activity to 2. Students will label the fractions with the vocabulary words of numerator
2 cement learning and and denominator
mi optimize transfer. 3. Students will engage with the objective by sharing how all of their pieces of
n
pizza make up the whole pizza.

Connections
Explain connections & include page
numbers from Linders work, Daily 5,
Math Daily 3, writing samples, etc.
Please check assignment prompt for
specifics.
Daily 3 math focus lessons are intended to be short and to the point mini lessons
that focuses on a specific piece of a standard. After the first focus lesson, students
break into independent or small group time to then return to the gathering place for
another focus lesson. This pattern repeats itself until 3 focus lessons are complete.
This lesson would be a great start for a Daily 3 rotation on fractions. Students after
this point could continue to independent or small group work on labeling and/or
identifying fractions. The following focus lesson could be naming fractions. The
focus lessons allow for a specific break down of lessons to make sure all students
understand the material before moving forward. This lesson would help to lay the
ground work for fractions.

Appendices:
EDC274 Mini-Lesson Plan Template