Simplifying Fractions By Danielle Neill

Simplifying Fractions By Danielle Neill

Lesson: Simplifying Fractions Length: 20 minutes Age or Grade Level Intended:3rd grade Academic Standard(s):

3.1.8 Show equivalent fractions using equal parts. (Core Standard) Performance Objective(s): Given 25 complex fractions, the 3rd grade students will make the fraction smaller/ in simplest form with an accuracy of 22 out of 25 correct. Assessment: worksheet from

Name _____________________________

Date ___________________

SuperKids Math Worksheet

Reducing Fractions with denominators of 50 or less

24 =

44

16 =

48

30 =

50

35 =

45

35 =

49

6 =

24

18 =

32

10 =

50

6 =

48

7 =

14

42 =

48

2 =

24

35 =

45

20 =

25

25 =

50

35 =

49

30 =

34

18 =

27

20 =

50

3 =

39

14 =

21

34 =

48

40 =

50

30 =

40

10 =

45

Key #24514

SuperKids Math Worksheet - Answers

Reducing Fractions with denominators of 50 or less

24

6

=

44 11

35 5 =

49 7

6

1

=

48

8

Date ___________________

35 7 =

45 9

30 15 =

34 17

16

1

=

48

3

6

1

=

24 4

7

1

=

14

2

20 4 =

25 5

18

2

=

27

3

30

3

=

50

5

18 9 =

32 16

42

7

=

48

8

25 1 =

50 2

20

2

=

50

5

35

7

=

45

9

10 1 =

50 5

2

1

=

24 12

35 5 =

49 7

3

1

=

39 13

14

2

=

21

3

34 17 =

48 24

40

4

=

50

5

30 3 =

40 4

10

2

=

45

9

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Advance Preparation by Teacher: The teacher will need to create a worksheet in order to evaluate whether the student learned the material. Gather materials, like candy and blocks that will be used during the lesson. Procedure:

Introduction/Motivation: Start off by finding out what the students know about fractions. Also find out what the students can do. In order to find out talk about the definition and what a fraction actually is. A fraction is a part of a whole item. For example, when someone eats a fraction of the pizza they are eating a part of it.

Step-by-Step Plan: Remember to add the identification with Gardner's intelligences. (i.e. Gardner: Musical/Rhythmic)

1.) Talk to the students about fractions. (Linguistic intelligence) 2.) Ask the students if they know what simplifying means. If they do not know

what simplifying means, explain it. 3.) Start off by showing the students how fractions work by using the blocks.

Give examples of fractions that equal the same and can be simplified to the same thing. (Bodily-Kinesthetic Intelligence)

a. For example, 12/24 can be simplified to ?. 4.) Ask students to give you some examples. 5.) Explain how fractions work. Also, explain that in order to simplify fractions

you must divide the fraction by the same number for both the numerator and the denominator. (Logical/ Mathematical intelligence) 6.) Make sure that the students understand how you have to divide the numerator and denominator. 7.) Do some examples problems. 8.) Next, if you have time or if you want to get a bag of skittles you could do an activity with the skittles. You could separate the skittles into colors. Then by using colors as a whole you could explain how one fraction can equal the same as another fraction. 9.) Make sure that the students understand how to simplify fractions. 10.) Finally, hand out a worksheet to the students and have them work on it. 11.) Grade the worksheet and figure out if the goal was accomplished by your worksheet. Closure: Ask the students what they learned about fractions. Also, grade the worksheet and talk with the students through the worksheet. Adaptations/Enrichment: Student with Learning disability in reading comprehension: The students with learning disabilities in reading comprehension would really not be affected too

much when it comes to fractions. The students with a learning disability in math comprehension would probably have a problem. However, in fractions reading comprehension would not affect whether a student could simplify a fraction or not. Student with ADHD: Allow them to get more familiar with the blocks. Allow them more time to complete the worksheet if needed. Allow them to ask questions while working on their worksheet. Student with Gifts and Talents in Creativity: Allow the students to create a block 3-D model. Also, allow the students to explore a little. Let the student see what they can come up with. Self-Reflection: Write out the questions that you will use to evaluate yourself. What did the students seem to enjoy about the lesson? Was a worksheet the best way to evaluate the students' performance? What did the students not like about the lesson? Did your lesson accomplish what you wanted it to accomplish? How can I improve this lesson next time I teach it?

Manchester College

Lesson plans- EDUC 230

Name: Danielle Neill_________________ Teacher: Dr. Korrine Gust

Date : ___________________

Title of Work: ___Reducing fractions

Criteria

Points

1

2

3

4

MC Lesson Plan Format with explicitly stated Academic Standards.

C1- Plans informative, developmentally appropriate lessons and/or units

Lesson does not follow MC format or

state academic standards.

Lesson does not follow MC format

but does state academic standards.

Lesson plan follows most of the MC format and explicitly states academic

standards.

Lesson plan follows MC format correctly and explicitly states academic standards.

INTASC 2, 3, 4, 7

Lesson Plan Objectives

C1- Plans informative, developmentally appropriate lessons and/or units INTASC 2, 3, 4, 7

Objectives are not included.

Objectives are included, but are

not correctly written or do not relate to the stated

academic standard(s).

Objectives are included, relate to stated academic standard(s), but

are not written correctly.

Objectives are well written, and correlate well to stated academic

standard(s).

Assessment

A1- Develops appropriate tools to assess learning INTASC 4, 8

No assessment is planned.

Planned

Planned

Planned assessment does not match learning

objectives.

assessment matches learning objectives, but is not a part of the procedures for

assessment matches learning objectives and is embedded in the procedures for

the lesson.

the lesson.

Procedures are

Procedures are unclear Procedures are Procedures are Procedures can

__4__

__4__ 4

__3_

thoroughly written, including Gardner's MI and Bloom's Taxonomy

questions.

C6- Uses effective questioning strategies INTASC 4, 5, 7

and do not include Gardner or Bloom

references.

mostly clear and attempts to include

Gardner and Bloom references.

clear and references to Gardner and Bloom are attempted.

be easily replicated by others including

Bloom's questions and the use of Gardner's

MI.

Adaptations/Modifications

and Enrichment

Opportunities

E1- Differentiates learning opportunities that respond to individual learning styles and learning challenges INTASC 2, 3, 4, 5

Lesson does not include reasonable

adaptations, modifications and/or

enrichment opportunity.

Lesson includes one reasonable adaptation and/or modification and an enrichment

opportunity.

Lesson includes more than one

reasonable adaptation and/or modifications and

an enrichment opportunity.

Lesson thoroughly details reasonable adaptations, modifications, and enrichment opportunities that are exemplary.

3_

Grammar and Spelling

R5- Models appropriate written communication skills INTASC 6

5 or more errors in grammar and/or

spelling are present.

Teacher Comments:.

3-4 errors in grammar and/or

spelling are present.

1-2 errors in grammar and/or

spelling are present.

No errors in grammar and/or

spelling are present.

__4__

Total----> 22/24____

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