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Lesson 2
Grade 3 Math [Fractions]
Crystal Carroll
St. Thomas University
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Lesson Plan

Date: March 27, 2018

Topic: Fractions [Introductory]

Grade: 3
Time: 45 minutes
(1 lesson)
NCTM Outcomes Content Standards: Number and Operations: Number:
Goals for grade 3-5:

 understand and represent commonly used fractions, such as 1/4, 1/3, and 1/2.
 develop understanding of fractions as parts of unit wholes, as parts of a
collection, as locations on number lines, and as divisions of whole numbers.
 use models, benchmarks, and equivalent forms to judge the size of fractions.

NB Mathematics GCO SCO

Curriculum Outcomes  Number (N) Number:
Develop number sense N13 Demonstrate an understanding of fractions by:
 explaining that a fraction represents a part
of a whole;
 describing situations in which fractions are
used;
 comparing fractions of the same whole with
like denominators
Learning Objective Students will begin to develop an understanding with fractions. They will understand
what the numerator and denominator are and how the numerator represents a part of the
whole (the denominator). Students will be able to look at objects or pictures and
recognize what fraction is being shown.
Materials Location

 Chart paper  In the corner of the classroom by the closet

 Intro Activity  On the Smart Board
 Station 1: Snakes & Ladders Fractions (See Appendix A).  Copied and ready on the back table
 Station 2: Easter Egg fraction sheet (See Appendix B).
 Station 3: Easter Candies (See Appendix C).  Copied and ready on the back table
 Station 4: abcya.com ‘Fraction Fling’  Copied and ready on the back table
 Station 5: Shake and Drop with Counters (See Appendix  On the Smart Board
D).  Materials are ready on the back table
Lesson component Teacher’s Procedures Students Procedures
Engagement  Chart paper review of  Students will review what they know on the
(15 minutes) what a fraction is, its chart paper and then apply that during the
different parts and how introductory activity before moving into the
parts need to be equal to different fraction centers.
give an accurate answer.
 Intro activity on the chart
paper. Teacher will go
through a few slides to

prompt prior knowledge
about fractions and get
students thinking.
Exploration &
Explanation  Station 1: Snakes and
(25 minutes: ~ 5 minutes per Ladders (fraction)
station)
 Station 2: Easter Egg
fraction sheet
 Station 3: Easter Candies
 Station 4: abcya.com
‘Fraction Fling’
 Station 5: Shake and Drop
with Counters
Elaborate
(5 minutes)  Clean up and return
students to their seats. Ask
them to name one thing
they learned from the
lesson that they might
have forgot from the
previous day or that was
new to them.
Evaluation  Students will be evaluated
by their participation and
progress at each station
and by their ability to
work with their peers.
 Monitor the tables while
they are working to see if
anyone needs extra
explanation.
 Keep track of student
progress with use of
anecdotal record/checklist
3
.
 Station 1: Students will roll the dice and
move ahead that many spaces. They will
need to read the fraction on that square. If
they make a mistake reading the fraction,
they will go down the nearest snake. They
will go down all snakes and up all ladders
as they land on them otherwise, trying to
reach the end before their peers (see
Appendix A).
 Station 2: Students will count the number
of various Easter egg in baskets and record
the fraction for their different colors (See
appendix B).
 Station 3: Students will find the fractions
of different candies and record the fractions
that they found (See Appendix C).
 Station 4: Students will take turns
demonstrating their knowledge of fractions
through the use of ‘Fraction Fling’ on
abcya.com
 Station 5: Students will pick up a 10 2-
sided counters and record their answer as a
fraction, trying to get all the possibilities
given on the activity sheet (See Appendix
D).
 Students will give the teacher an answer
about something they learned about
fractions. (Might be that parts of a whole
need to be all equal parts, that the top
number is called the numerator, etc.)
 Students will participate in the stations and
ask questions when needed
 Students will demonstrate their ability to
recognize fractions and know that a fraction
is representing a part of a whole.
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Differentiation:
Ty: Help to determine numerator and denominator and provide guidance to him and others who
have trouble as needed as they go through the stations.
For students who are high: suggest adding a visual to go with the fraction… how can they
represent the fraction with a photo?
After the Lesson
Teacher reflection/notes for next time:
Overall Comments: Suggestions:
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References
Department of Education. (2010). Mathematics Grade 3 Curriculum. Retrieved from
Government of New Brunswick:
http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/Math/Math-
Grade3.pdf
National Council of Teachers of Mathematics. (2018). Standards and Positions. Retrieved from
NCTM: http://www.nctm.org/Standards-and-Positions/Principles-and-
Standards/Number-and-Operations/
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Appendix A
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Appendix B

Easter Egg Fractions

What fraction of the big coloured eggs are pink?

What fraction of the big coloured eggs are blue?

What fraction of the big coloured eggs are green?

What fraction of the big coloured eggs are yellow?

What fraction of the big coloured eggs are orange?

What fraction of the big coloured eggs are purple?

Little Chocolate Eggs (38 total)

What fraction is:

Gold? Blue?

Pink? Blue with spots?

Pink with spots? Green with spots?

Purple?
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Appendix C

Easter Candies
What fraction of the bunnies are pink?

What fraction of the bunnies are blue?

What fraction of the bunnies are purple?

What fraction of the bunnies are yellow?

Skittles

What fraction of the skittles are:

Green?

Red?

Orange?

Yellow?

Purple?
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Appendix D

Counter Drop
Drop the counters and record the fraction of how many land red facing
up (even if you repeat an answer).
Check off the boxes that match the picture, trying to get as many as
possible before hearing the timer.

Answers:

___ ___

___ ___

___ ___

___ ___

___ ___
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Appendix E

Checklist
Can show Macayla Ethan Madilyn Zander Austin Nisha Emma Jorden Isaac Ty
that:
fraction
represents a
part of a
whole;

describing
situations in
which
fractions are
used;
comparing
fractions of
the same
whole with
like
denominators

Can show Devon Robert Mya Marlee Taylor Jesse Zahra Megan Chanel
that:
fraction
represents a
part of a
whole;

describing
situations in
which
fractions are
used;
comparing
fractions of
the same
whole with
like
denominators