Fractions Unit, Lesson 2: How to draw a fraction using equal

parts [ approx. 35-40 min]

Teacher: Ms. Leuschner Date: 3/14/16 Subject/ Topic/ Theme:
Math, Fractions, Drawing

I. Objectives
What is the main focus of this lesson?

How to draw a fraction with equal parts.

How does this lesson tie in to a unit plan? (If applicable.)

My unit is an introduction to fractions, since my students did not learn about fractions in previous years.
My unit catches them up so that we can learn the 4th grade standards after my unit.

What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.

Students will be able to divide shapes into equal parts for fractions using benchmarks.

Students will continue to name and shade in pictures that correspond to the fraction.

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.

Ms. Leuschner is knowledgeable in the content area of math.

II. Before you start
The previous lesson, where we introduced fractions and the parts of a
Prerequisite knowledge
fraction (numerator & denominator).
and skills.

-Students holding up board and sharing

Assessment
-Exit Exercise that they will hand in.
(formative and
summative)

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
-Song to represent info
-Poster to remind students of vocab
-Writing on board
-Writing under Doc cam
-Their own Whiteboard sheets
STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
-Students are drawing their
answers on the sleeve and then
presenting. They must walk up
front to present.
AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
-Coming up with their own ways
to cut something into 4ths or
6ths. I will be using their
examples and adding to them.

Options for Language/Symbols
-Going over vocab using posters
-Explaining equal parts using
chocolate bar
Options for Expression Options for Sustaining Effort &
-Song Persistence
-Posters -They are coming up with the
-Whiteboard or elmo ways to draw equal parts
-Challenge to hand in at the end
Options for Comprehension Options for Executive Function Options for Self Regulation
-Have students explore, but also explain -Explain we treat our pages in the
cutting parts in to make a new fraction sleve just like a white board in -Rate self on effort
thirds to sixths to twelfths. Fourths to that we use it for our math -Rate self on understanding
eighths to sixteenths. challenges, not drawing.
-Computer, projector, and Fraction song: https://www.youtube.com/watch?
v=lTce7f6KGE0
-Dry erase markers
Materials-what materials
-Wipes and paper towels
(books, handouts, etc) do
-Chocolate Bar
you need for this lesson
-Shapes page (one with circle and one with a square) INSIDE CLEAR
and do you have them?
SLEEVE!!!
-Elmo to show pictures under

Do you need to set up Students may stay in desks facing forward. However students must be
your classroom in any ready to come forward to share shapes in front of class.
special way for this
lesson? If so, describe it.
UDL components that made for an effective lesson: posters, song, drawing on white board, chocolate bar
of unequal pieces, non examples, students moving to the front of the room to share examples, dry erase
markers and individualwhite boards, hand signals, and exit slips. The students were all engaged.
III. The Plan
Tim The description of (script for) the lesson, wherein you describe teacher
Parts
e activities and student activities
5 -Go over vocab from yesterday using the new posters on the wall
min
-Re-watch fractions song from yesterday, but this time, have students look for
4 different ways fractions are represented and divided (equal pieces).
min
Motivation -Give chocolate bar example for why we divide into equal pieces. (pull a name and
(Opening/ tell them they you will give them of the chocolate bar but then break them a tiny
5 Introducti corner. Ask them if that is fair. Ask if that is actually a . Draw chocolate bar on
min on/ board and show how to cut it in half. Either count the squares or estimate by going
Engageme between the two ends.
nt)
-Explain that everyone will be learning how to divide into equal parts today.

-Hand out shapes in paper sleeves, markers, and erasers.

1
min

20
min 1) Have students cut a square into halves, have students who cut it into
different ways come up and showcase their equal parts. They may then
Developm
erase. Ask them if yours is equal (draw bad examples).
ent
2) Show students how to cut a circle in by making a center point. Have
students cut the circle into halves and hold up. They may then erase. (have
your own circle be cut wrong).
3) Show students how to make 4ths one way and ask if they can think of
another way with equal parts. Again have your own example of a wrongly cut
square. DO NOT ERASE!
4) Cut the circle and square into 8ths by cutting the 4ths in half.
5) To make 16ths you would cut these all in half.
6) Go back and make 3rds on both. Ask students how to cut 3rds into
equal pieces. Ask if what you drew was equal? Show how to make peace sign
and 3rds on a rectangle. DO NOT ERASE
7) Show how to makes 6ths by cutting each part in .
 To close Im going to have you all pull out the papers in your sheet for a challenge.
(5 Use what you have been learning about dividing shapes using benchmarks and
min) center points to complete this challenge. Once you are done you may hand in your
paper and line up for specials. REMEMBER TO SHADE IN YOUR FRACTION!!!

Rate self on effort & paying attention. 1= wasnt paying attention. 2= tried, but
sometimes my mind wandered, I could do better. 3=I was on target. Rate self on
understanding. 1= I have no clue what Im doing and I would like help. 2= I just
need practice. 3= I got this, I could take a test and I would ace it.
Closure
EXIT SHEET:

Have students pull out papers and make the fractions on the board with a pencil on
these sheets. Make 3/12 on one shape and 2/4 on the other shape (doesnt matter
which fraction on which shape). Pieces MUST BE EQUAL!!!

Your reflection on the lesson including ideas for improvement for next time:

I loved how involved the students were in the lesson. They loved the new white board worksheets that
became their exit slip. I loved getting the answers from the students and having them think for
themselves and try new strategies that the other students were bringing up. One student found a way to
break a square into 8 equal pieces which I have never thought about before. It was cool to see that
teachers cant predict what students will answer and students have a lot more critical thinking skills to aid
them in their discoveries than teachers give them credit for.

I would still use my time differently in this lesson. I didnt have enough time. I could have made it longer.
We tend to have 30-45 min for math, when I think we should have an hour if it is engaging. I didnt have
enough time to go through the for a rectangle. Not all my students quite understand that they cant
draw bars on a circle yet. I think this was a great beginning to understanding why we need to make sure
that all of our parts are equal when we draw, but they will need reinforcement through the week on that
concept and the procedures to make them in tomorrows lesson on folding and in our board work
exercises in the morning. Overall, I was pleased with the lesson. I did better with planning how to
estimate time, but Im still not there yet.

There is a genuine care for the students. Student responses were used in challenging
the thinking. Ms. Leuschner approaches her teaching with enthusiasm, energy, and
initiative. Examples and non-examples both became part of the teaching and the
learning. The students were fully engaged and were singing the fraction song. There
was also good opportunity for independent learning and the final exit slip challenge
was a good assessment. I can see an increase in confidence so plan those lessons
with continued enthusiasm. The involvement of the students is so key!!!

Personal characteristics are all good.