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Ashley Sims, Morgan MaclearieGrade 3 – Math LessonOctober 23, 2012Lesson Duration: 45 MinutesEquivalent Fractions – Lesson PlanPURPOSE: Essentials Questions:What are equivalent fractions?How can fraction bars and circles help to find equivalent fractions?VOCABULARY & KEY TERMS Fraction- part of a wholeNumerator- the top number of a fractionDenominator- the bottom number of a fractionEquivalent fractions- two fractions that equal each otherSKILLS:IdentifyingListingComparingDesigningOBJECTIVES: The students will demonstrate their ability to: Identify equivalent fractionsDevelop examples of equivalent fractionsExplain why two fractions are equivalentCOMMON CORE LEARNING STANDARDS:Mathematics Standards 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.3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line pare 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.English Language Arts Standards3.SL.2Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.3. SL.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.3.L.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationshipsPRE-ASSESSMENT: Student’s have been assessed and have previously mastered the concept of parts of a fraction. The students are now ready to be exposed to equivalent fractions. LESSON PRESENTATION:SET-INDUCTION:The teacher will write the following word problem on the board.“Jay has 3/12 of a Hershey’s bar. Tommy has 1/4 of a Hershey’s bar. Who has more chocolate to eat?”The teacher will ask students to generate possible answers in their groups.Each student will then choose and justify their answer by writing it in their math journals.A volunteer will be chosen to tally the votes on the board.The volunteer will ask each student his or her answer.The teacher will ask 1 student to justify each of the options for an answer the class has created.The teacher will then explain that today’s lesson will talk about equivalent fractions. The word problem and tallied answers will stay on the board until the end of the lessonWe will come back to the problem and tallies at the end to assess our comprehension.PROCEDUREThe teacher will write new vocabulary word (equivalent fraction) on the board.The teacher will call students to the rug based on their groups. The group sitting the best will be called to the reading rug first.The teacher will then read The Hershey’s Fraction Book.The teacher will be asking questions for comprehension during the book.After the book is read, the teacher will send students back to their seat in the same order the teacher called them up in.Before any supplies are handed out, the teacher will explain that the students must wait for further instructions to begin using the supplies.The table monitors will then hand out Hershey’s bars, paper, and all coloring utensils.The teacher will then write 1/2 on the Smart Board.The students will be asked to open their chocolate bars.The students will break their chocolate bars in half.They will they be instructed to break half of their chocolate bar into sixths.The students will come up with different ways to make ?: one half, two quarters, six twelfths.The teacher will use the large model chocolate bar to help students.Following the teacher’s directions, the students will draw their own fraction strips. The teacher will have the students generate all possible fractions, one twelfth up to twelve twelfths.The students will draw a picture next to each fraction.The students will generate their own equivalent fractions.The teacher will refer back to the large-scale model, the individual chocolate bars, or the book for extra help.The teacher will then hand out pizzas.Utilizing a partner, the students will list as many equivalent fractions as they can in five minutes.The teacher will stop the class after five minutes and ask for a few pairs to give a few sample answers as a class.CLOSUREThe students will be asked the same word problem as the class opened with.In their groups, they will say which answer they think is the correct.Each group will say their answer and why they picked it.The teacher will give and explain the correct answer.**The student should be explaining why 3/12 and 1/4 are equivalent fractions.The students will make corrections in their math journal if necessary.MATERIALS:The Hershey’s Fraction Book by Jerry Pallotta and Rob BolsterLarge scale Hershey’s bar model35 Hershey’s Milk Chocolate bars35 Individual pizzas cutouts6 packs of Multi-Colored Crayola Markers6 packs of Multi-Colored Crayola Crayons6 packs of Multi-Colored Crayola Colored PencilsLarge-scale pizza model35 Safety ScissorsLined Paper, 8 ? “ x 11”Reading RugSmart Board35 copies of teacher made homework assignment sheetsMath NotebooksFOLLOW-UP ACTIVITY: For homework, students will be asked to finish their equivalent fraction pizzas and will be given the follow questions to answer.Describe in your own words what it means for two fractions to be equivalent.List three fractions that are equivalent to 2/4.Are the following fractions equivalent? If yes, explain how you know.3/7 and 6/24EVALUATION / ASSESSMENT Students will be assessed by the following rubric:4Exemplary3Accomplished2Satisfactory1Needs ImprovementIdentify equivalent fractionsCorrectly identifies 90% or more of equivalent fractions.Correctly identifies between 80% and 89% of equivalent fractions.Correctly identifies between 70% and 79% of equivalent fractions.Correctly identifies less than 70% of equivalent fractions.Name examples of equivalent fractionsGives 90% or more of correct examples of equivalent fractions.Gives between 80% and 89% of correct examples of equivalent fractions.Gives between 70% and 79% of correct examples of equivalent fractions.Gives less than 70% of correct examples of equivalent fractions.Explain why two fractions are equivalentCorrectly explains more than 90% of why fractions are equivalent.Correctly explains between 80% and 89% of why fractions are equivalent.Correctly explains between 70% and 79% of why fractions are equivalentCorrectly explains less than 70% of why fractions are equivalentDIFFERENTIATED Visual LearnersLarge example of Hershey’s BarLarge example of PizzaPictures in storybookKinesthetic LearnersPlacing the labels on the big example Hershey’s and PizzaThey will use their own Hershey’s bar to make the fractions. They will draw their own pizza Verbal and Linguistic LearnersGroup discussionWork with a partnerExplain the answer to the classAuditor LearnersExplaining the directionsReading the storyHearing other groups’ explanationsSpecial NeedsAllow more timeUse large scale examplesEnglish Language LearnersUse a dictionaryPair with a bilingual studentRESOURCES:Bickart, T. S., Jablon, J. R., & Dodge, D. T. (1999). Building the primary classroom: a complete guide to teaching and learning. Washington, DC: Teaching mon Core State Standards. (n.d.). Retrieved from "Matching Equivalent Fractions."?Math games: Matching equivalent fractions. Sheppard Software, n.d. Web. 23 Oct. 2012. <, J., & Bolster, R. (1999).?The Hershey’s milk chocolate fractions book. New York, NY: Scholastic Inc. ................
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