TEKS Based Lesson Plan North East Independent School District Subject: 3 rd Grade Math Weeks: 4 th Nine Weeks Group 1 Unit of Study: Fractions Essential Questions: 1. How are fractions used in real-life situations? 2. What are ways to use math in everyday situations? 3. How do we make parts of a whole? 4. How do we divide things into equal parts? TEKS/Essence Statements: 3.2) Number, operation, and quantitative reasoning. The student uses fraction names and symbols (with denominators of 12 or less) to describe fractional parts of whole objects or sets of objects. The student is expected to: (A) construct concrete models of fractions; Critical Skills/Postsecondary Goals: This section needs to be completed based on the students in your class. Instruction/Classroom Activities: This activity is in preparation to learn Fractions. Small Group Instruction: a. Warm up exercise: Start by going over the definition of a faction. A fraction is part/portion of a whole. Show students pictures of fractions and write on the board an example of a fraction. Draw a circle and divide it in half. Teacher can read the book “The Hershey’s Milk Chocolate Bar Fraction Book” by Robert C. Bolster. b. Teacher will introduce the vocabulary and will explain that a fraction has 2 parts. A numerator and a denominator (emphasizing the vocabulary). Show presentation. The numerator represents the specific parts and the denominator tells the total number of parts. Expressing that the numerator is the top number and the denominator in the bottom number. c. After introducing the vocabulary, students will create their own fractions with the use of Hershey bars (make sure the students know they will each get a piece to eat at the end of the lesson. Students will count the total number of parts on the Hershey bar with the teacher. Teacher will write their finding on the board. Then the teacher will break pieces of the candy bar off. Teacher will ask, “How many pieces have we broken off?” Teacher will write their finding on the board creating a fraction, emphasizing the vocabulary. Teacher will continue to guide the students to create different fractions using the Hershey bar (have students color in the Hershey Fraction page for their findings that is attached.) Teacher will ask questions to check for understanding. Teacher will ask questions such as, “What fraction of the candy bar is gone?” and “How many total parts are there?” (As an extension, depending on the student’s needs, continue to create fractions, put all the pieces in a pile and have students discuss how to divide the pieces into equal parts, you also can have students draw their findings in a math journal.) d. Students will create fractions on their own using manipulatives in groups. Teacher will check for understanding. Stations/Centers: 1. Computer Station- River Deep 2. Work task station activities (See attached pictures) 3. Smartboard activities (fun review activities attached)
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TEKS Based Lesson Plan
North East Independent School District
Subject: 3rd Grade Math Weeks: 4th Nine Weeks Group 1
Unit of Study: Fractions Essential Questions:
1. How are fractions used in real-life situations? 2. What are ways to use math in everyday situations? 3. How do we make parts of a whole? 4. How do we divide things into equal parts?
TEKS/Essence Statements: 3.2) Number, operation, and quantitative reasoning. The student uses fraction names and symbols (with denominators of 12 or less) to describe fractional parts of whole objects or sets of objects. The student is expected to:
(A) construct concrete models of fractions;
Critical Skills/Postsecondary Goals: This section needs to be completed based on the students in your class. Instruction/Classroom Activities: This activity is in preparation to learn Fractions. Small Group Instruction:
a. Warm up exercise: Start by going over the definition of a faction. A fraction is part/portion of a whole. Show students pictures of fractions and write on the board an example of a fraction. Draw a circle and divide it in half. Teacher can read the book “The Hershey’s Milk Chocolate Bar Fraction Book” by Robert C. Bolster.
b. Teacher will introduce the vocabulary and will explain that a fraction has 2 parts. A numerator and a denominator (emphasizing the vocabulary). Show presentation. The numerator represents the specific parts and the denominator tells the total number of parts. Expressing that the numerator is the top number and the denominator in the bottom number.
c. After introducing the vocabulary, students will create their own fractions with the use of Hershey bars (make sure the students know they will each get a piece to eat at the end of the lesson. Students will count the total number of parts on the Hershey bar with the teacher. Teacher will write their finding on the board. Then the teacher will break pieces of the candy bar off. Teacher will ask, “How many pieces have we broken off?” Teacher will write their finding on the board creating a fraction, emphasizing the vocabulary. Teacher will continue to guide the students to create different fractions using the Hershey bar (have students color in the Hershey Fraction page for their findings that is attached.) Teacher will ask questions to check for understanding. Teacher will ask questions such as, “What fraction of the candy bar is gone?” and “How many total parts are there?” (As an extension, depending on the student’s needs, continue to create fractions, put all the pieces in a pile and have students discuss how to divide the pieces into equal parts, you also can have students draw their findings in a math journal.)
d. Students will create fractions on their own using manipulatives in groups. Teacher will check for understanding.
Stations/Centers:
1. Computer Station- River Deep 2. Work task station activities (See attached pictures) 3. Smartboard activities (fun review activities attached)
TEKS Based Lesson Plan
North East Independent School District
Individualized Communication Planning: This section needs to be completed based on the individualized communication needs of the students in your class. Differentiated Tasks:
Level 3 Level 2 Level 1 Students will generate fractions
using manipulatives. Students will identify how many total items are in a whole with
the use of manipulatives.
Students will participate in creating and exploring fractions.
Materials/Resources: Hershey bar, Hershey Fractions sheet (attached), fractions pieces manipulatives, presentation on fraction definitions, white board or something to write on, and may use book “The Hershey’s Milk Chocolate Bar Fraction Book” by Robert C. Bolster. Assessment Strategies: This section needs to be completed based on the strategies appropriate for the students in your class. IEP Connections: This section needs to be completed based on the IEPs documented in the students’ ARDs in your class.
TEKS Based Lesson Plan
North East Independent School District
TEKS Based Lesson Plan
North East Independent School District
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