Unit: Fractions Lesson Title: Chapter 10 Review Grade/Period: Math

Workshop
CCSS or State Standards:

3.NF.1: Understand a fraction

1/b as the quantity formed by 1 Lesson Duration: 60
part when a whole is partitioned minutes
into b equal parts; understand a (include timing for each activity
fraction a/b as the quantity formed within your plan)

by a parts of size 1/b.

3.NF.2a: Represent a fraction

1/b on a number line diagram by
defining the interval from 0 to 1 as
the whole and partitioning it
into b equal parts. Recognize that
each part has size 1/b and that the
endpoint of the part based at 0
locates the number 1/b on the
number line.

3.NF.3: Explain equivalence of

fractions in special cases, and
compare fractions by reasoning
about their size.

3.NF.2d: 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.

Resources and Materials:

 Fraction Tiles
 Pencil
 White Boards
 Fraction Worksheets
 Fraction Frenzy Board
with Cards
  Red/Yellow Chips
(can be attached)

Objective: I can: show that model equivalent fractions.

What students will learn and be able to do
stated in student friendly language (use
Bloom’s and DOK levels for higher level I can: compare fractions using fraction tiles.
thinking objectives)

Essential Question(s): How can fractions be used to represent numbers and their parts?
Over-arching questions of the lesson that will
indicate student understanding of
concepts/skills What is it you want the
students to learn/know? Why?

Inclusion Activity: We will begin class by starting with a math talk. The math talk will
Describe an activity that will ensure that all be a number line review. We will then discuss the number line in
students and their voices are included at the
beginning of the lesson. depth to find the different parts of the number line.

Sequence of Activities: First, we will begin class by starting with a math talk. The math talk
Provide an overview of the flow of the lesson. will be a number line review. We will then discuss the number line
Should also include estimates of
pacing/timing. in depth to find the different parts of the number line.

10 minutes.

Second, we will discuss what the students will be doing in today’s

workshop. Students will be dismissed to their area by their group
colors.

3 minutes.

Workshop:
Math by Myself: Students will be working on a two-sided
fraction worksheet. One side of the worksheet focuses on numerators
and denominators. The opposite side focuses on the parts of a
fraction. How many parts does the shape have? What is it divided
into? What is one part of that shape called?

--When students complete this task, they will turn it into the turn in
box, then use number bond cards, fraction cards, or multiplication
cards. Located on the salad bar.

**Formative Assessment: Their worksheet that they turn in will be

their formative assessment.
 Math with Someone: Students will be playing a fraction game
on the back larger rug by the window. Their materials can be found
on the shelf by the window along with their expectations. The game
they will be playing is called “Fraction Frenzy.” In this game,
students will have cards and once they roll a number on the dice, in
order to move they must say the correct fraction on the card.

Math with Teacher: Students will come to the front of the room
with nothing in hand. At this station, we will be reviewing for our
test on Wednesday, mainly focusing on equivalent fractions and
comparing fractions. We will be doing this by using fraction tiles.
Once given two different fractions, students will be asked if they are
equivalent, greater or less than. They will show this by using a
thumb up or down.

**Formative Assessment: As I monitor the students working on

different fractions that I give them. They will use the fraction tiles to
place them against each other for a visual.

*** Each station will be roughly 15 minutes long, then we will

rotate to the next. Each student will reach every station before the
end of the workshop. ***

Instructional Strategies: Workshop Style

Research-based strategies to help students Small Groups
think critically about the concept/skill

Assessment: Formative: The formative assessment would be thumbs up or

List both formative and summative thumbs down when working with the teacher. I will be
assessments that you will use to assess student
understanding. Formative assessments are monitoring throughout this station.
given during instruction (check for
understanding), summative are after
completion of instruction (how will you grade – The other formative assessment would be the worksheet that
quiz, test, project, paper, presentation, they turn in after working at math by myself.
demonstration, etc.).

Summative: The summative assessment of this lesson would

not be completed until the end of the unit. It would be the
Chapter 10 Unit Test.

Differentiation:
Describe who will need additional or different o Students can have limited problems to complete.
support during this lesson, and how you will
support them. Differentiated instruction could o Students can work with their shoulder partner.
include testing accommodations, preferential o Students are working with their math buddies.
seating, segmented assignments, a copy of the
teacher’s notes, assignment notebook, peer
tutors, etc.
Summary, Integration and
Reflection:
List the way that you will bring students
together to integrate and reflect on their
learning from this lesson
o Students can seek further assistances from another adult in
the room.
We will end the lesson by cleaning up and having students return to
their seats. We will then take time to give shout outs to students who
were on task the entire time. We will then dismiss students to get
their snacks from their lockers.
Initial plans could also contain the following:

Accessing Prior Knowledge: What data do you have about what the students already
know? What do they need to know before they can learn this new information? What do
the students know about this topic prior to instruction? How will you engage the students,
given what they already know about the subject?

Students would have to be in their math groups based on their levels and also be assigned
to their math buddies. Students must know basic information on fractions. They should
know the difference between a numerator and denominator. Students will be engaged
throughout the workshop by using hands on manipulatives. Students will be playing a
game that requires them to access their prior knowledge of comparing numbers, but in this
case, they will be comparing fractions. Students also must know what an equivlent fraction
is. Students love hands on activities and “stations” which is what keeps the students
engaged throughout workshop.

Anticipatory Set: What will you do to grab the student’s attention at the start of the
lesson?

We will get the students attention by having students work through a fraction number line.

Questions to Anticipate: What questions will students be asking you during the lesson?
How will you answer them?

How come the bigger number has to go on the bottom?

For now, we are working with parts of a whole, not mixed fractions, therefore the
numerator must be smaller than the denominator.

What? You can’t do that because they don’t line up?

That’s okay, we are comparing to determine which is bigger than the other.

Wrap-up Activity and Closure: How will you bring your lesson to an end and tie it to
previously learned material? This is the summary at the end of the lesson. What did they
learn?

We will end the activity by having students come back to their seats and have them do
shout outs before dismissing for snack time.

Homework/ Independent Practice: Based on what they learned in class, what could they
do on their own to practice the skill they learned today? Examples include practice
problems, an investigation, a game, or any other activity to apply what they just learned.

Students will have a review guide from the previous day to study for the test tomorrow.
Students will be working interpedently and in groups strengthening their knowledge on
fractions. One activity is a game and the other activity is fraction task cards with a
worksheet.

Adaptations: List alternative plans you will make during your lesson as you consider
student strengths, challenges, and possible misunderstandings.

o We may have to assign less problems.

o We may have to allow the independent group to work with their math buddies to
complete the fraction task cards.

Remediation: What else can you do/have prepared to do with the students who did not
understand the information you presented?

For students we will work with these students during our review time on Friday’s. We can
also meet with them during snack time to make sure they understand their homework for
that night.

Enrichment: What else can you do/ have prepared for the student who totally understood
what you taught and needs to take it a step further and extend the information taught?

The students who are finished can use number bond cards to refresh their multiplication
and division skills as this is on the MSTEP.

Changes to Future Lessons: Use your imagination- what do you think might be places in
this lesson you might want to change/ improve/ expand on in the future?

If I were to change my lesson in the future, I would like to add more time. If that means we
split the groups down further and only complete two stations a day, then do so. I feel as if
the Math with Teacher can be cut very short and sometimes it’s hard to know whether or
not the students are understanding the information presented.