Lesson+Plan+-++Fractions

Michelle Lapointe Math Lesson Wicoff School, Grade 3

Rational: I am teaching this lesson to give the children the opportunity to use the skills they have previously learned and apply them to a math problem/situation. The students will also be allowed to explore new options for solving the problem and to show students there is more then one tool students can use to solve a problem. 3.NF.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//. 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 This lesson is important because it gives meaning to the reason why children are learning a specific technique. By using real world applications it reveals this reasoning to the children. It is reinforcing the new unit that is being taught. And gives them a chance to use their skills in a problem solving way. My textbook A previous group lesson plan What I saw taught in my class.
 * Why are we teaching this lesson?
 * What are the standards?
 * Why is the lesson important?
 * What was the source of this lesson?

Objective:
 * Students will be able to use the new acquired knowledge of fractions to solve the multiple step problem.
 * Students will recognize they can combine two different types of operations to solve the problem if need be.
 * Students will be able to explain their rational for solving the problem the way they did.
 * Students will be able to recognize they can use previously found answers to solve the next question.
 * Students will be able to use the charts to help them solve the problem.
 * Students will be able to solve the problem using fractions.

Lesson Elements How did you get that as your answer? How do you know that’s the answer? Can you convince me that is the answer. What other ways can you solve this problem? What other strategies can you use? How can you do less work with this problem? What stumped you and why?
 * Introduction: I will introduce the lesson with an example problem, or problem of the day problem. It would be:
 * If Grammy threw a party and made two different types of desserts. By the end of the party there were 3/5 of the chocolate chip cookies left, and 3/8 of the cupcakes left, which dessert had more left over? (use the sheet that was given to them for help or the manipulative) Is it less than, greater to or equal to. Then have them write 3/5 > 3/8
 * Closing: Gather students together into the meeting area in front of the smart board where everyone fits comfortably to discuss the strategies each group used to solve the problems. Have students explain their course of action and decisions in choosing to solve the problem in this way. Ask students what problems can you create that are similar or what other ways can we expand this problem. Keep track of all the different strategies used and repeat them several times. Generalize the problem so they know they can use this technique to solve other problems as well.
 * Lesson Procedure:
 * Introduce the lesson and do the small problem to get children ready.
 * Hand out worksheet for children to complete. The children will be working alone or with a partner if they chose.
 * Float around the room, and intervene when children are having a hard time after about five minutes. For children doing well, ask them to explain their thinking and how they solved the problem. Make sure to pay attention to students work as you go around so you know who to call on to explain their strategies for solving.
 * After about 10 to 15 minutes have the students finish up, then gather in front of the smart board to go over the math problem together.
 * Materials: pencil, paper, worksheet, document camera, smart board, smaller problem print out to put up on the document camera, color pencils
 * Technology – Document Camera and Smart Board
 * Possible Questions
 * I created the actual word problem on my own but used my group lesson plan as a jumping point. I also drew off of what problems my teachers were using in the classroom.
 * Influence of procedures will be based on student’s response to the problem. If many students are struggling and show this by asking several questions or not working on the problem at all, then an intervention with the whole class to solve one of the steps together. Or discuss how we can solve one of the steps as a guide but not give the answer. Prompt the children enough so the can put the pieces together and find the answer on their own. If students are more advanced and finish early, encourage them to create a problem of their own, solve this problem using a different strategy or show me pictorially. Or ask the children if they can write a number sentence to represent the each question in the problem when applicable. For on task students, I would continue prompting the questions above or give an oral twist to the problem.
 * I saw a lot of children have problems with the worksheet they did, so I expect questions but will encourage them to think about it for a minute before prompting.

Differentiation: Assessment:
 * Read problem aloud or together.
 * Allow students to work with a partner or independently to fit their needs.
 * Allow children the optional and materials to represent pictorially or with manipulative,
 * Prompt with ideas/ questions.
 * Offer students verbal twists they could figure out if they are doing well.
 * Leave plenty of room on the worksheet for students to draw pictures.
 * Were students able to conclude a successful method to solving the problem using their knowledge of fractions?
 * Did they get the correct answers to most problems?
 * Can they justify their answer and explain their methods in solving to a teacher?
 * Did they show their work for each problem and the answer on the worksheet if necessary?