Gianna Enriquez

Lead Teacher: Mrs. Sims

February 25, 2016 School: Peavine
Elementary School
EDES 313
Grade: 3rd
11:15-11:45
Room: B11

Materials:

People cutouts
Cookie cutouts
Name tags
Scissors
Pencils
Math Lesson: Fractions
Paper (optional)
Ms. Es Bakery
Problems
 Standards
CCSS.MATH.CONTENT.3.OA.D.9
o Identify arithmetic patterns and explain them using
properties of operations. For example, observe that 4 times
a number is always even, and explain why 4 times a
number can be decomposed into two equal addends.
CCSS.MATH.CONTENT.3.NF.A.1
o 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.
CCSS.MATH.CONTENT.3.NF.A.3.A
o Understand two fractions as equivalent (equal) if they are the same
size, or the same point on a number line.
CCSS.MATH.CONTENT.3.NF.A.3.C
o 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 diagram.
CCSS.MATH.CONTENT.3.NF.A.3.D
o Compare 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.

Rationale:
This lesson is to help build on students informal understanding of
sharing and proportionality to develop initial fraction concepts. By
using this equal-sharing activity, develop the concepts of fraction,
equivalence, and ordering of fractions. The bakery aspect is to help
students relate fractions to real world situations.
 Background Knowledge:

As the teacher: Teachers need to know how to ask probing

questions that will lead students to the goal of the lesson. The
teacher should also have an idea on how they want to split the
cupcakes, how many students to split it with, and to describe the
importance of equity when involving parts of a fraction. It is
important to note that the size of the parts must be equal, but
the shapes of the parts do not have to be the same. This allows
students to experience fractional parts that are not necessarily
the same shape, but are the same size.
As the student: Students have had a brief introduction to
fractions. They can tell what the difference between a fraction
and a whole number is. They know that a fraction is the
equivalent to division. They know that for fractions to work, each
piece of the whole must be equal to each other. They also know
that fractions can be divided into equal parts.

Comprehensible Input:
For my ELL and SPED students, I will pair them with High students
during the lesson. That way, they will be able to help each other
throughout the process. I will also grab their attention right at the
beginning of the lesson so they will be engaged throughout by letting
them know they have just been chosen to work in my bakery. While
scaffolding the instructions, I will talk at a slower rate, repeat ideas,
and pause to check for understanding. If I feel that the students do not
understand my instructions, I will ask them to rephrase the task in their
own words, and have several students share their interpretations. With
this strategy, I have the opportunity to clarify questions students may
have.

Objectives:

Students will be able to know that it is possible to share a smaller

amount of items with a larger amount of people.
Students will know how to divide pieces of a whole equally in
groups.
Students will relate fractions to real-world problems.
Students will be able to compare the parts with the whole.
Students will be able to add fractions to make it equal to one
whole
 Assessment:
Informally: I will pose questions throughout the lesson that will
guide students to the goal of the lesson. Hearing the answers will
help me know where they are at (if they are lost or on track) and
will give me a chance to reevaluate the lesson if it is too hard or
too easy.

Formally: To make sure students received the full understanding

of the lesson, I will have them work in pairs make up their own
problem and solve it. They will then present it to the group. This
activity shows me if the students got any information from the
lesson to the point where they can propose their own question
themselves. Talking out their strategy to the rest of the group
helps me see how they are thinking and solving the problem.

Reflection
Opener:
My introduction is to help students understand the importance of
equal parts regarding parts of the whole.

o T: (While passing out the name tags, kids will write their names.)
Hi 3rd graders! Thank you for joining me today. To show my
thanks, I have cookies for all of you. The problem is, I dont have
enough for everyone. Do you mind sharing?
o S: Yes! Thanks!
o T: Okay Im thinking of cutting the cookies in half. Are you all
okay with that?
o S: Yes!
o T: (takes out different sizes of cookie cutouts and cuts them in
half) *distribute to the students randomly*
All right, I gave each of you half a cookie. Is everyone happy?
That is fair right?

o S: No!
o T: No? Why? But I gave everyone half of a cookie! That sounds
equal to me.
o S: Because they are not equal! Some have bigger pieces and
some have smaller pieces.
o T: Okay, I see now. Do you all see how important it is to have all
my wholes and parts the same size? Fractions do not work unless
the parts are equal to all the others.
o S: Yes!
________________________________________________________________________
_________________________

Main Body:
I will start off my introducing the scenario and task, which is to
divide an amount equally into groups.

o T: You have just proven to me how great of a learner you are!

Now I have a favor to ask of you. I heard you are some of the
best 3rd graders in the school and could help me with my bakery.
It is my first day open and I realized I dont have enough desserts
made and I have no time to make more! Could you help me
divide out all my desserts so that each costumer has an EQUAL
amount each?
o S: Yes!
o T: Okay! Lets get started. I have 10 cookies available at my
shop. They need to be shared equally with 4 friends. How many
cookies does each person get?

(The teacher will reference to the diagram above.)

o T: If there are 4 people, how many full whole cookies will each
person get?
o S: *Will begin to pair each person with a cookie until they have
two left over*
o T: How many cookies does each student have?
o S: 2 each!
o T: How many cookies do we have left over?
o S: 2!
o T: We dont want these cookies to go to waste right? These
costumers paid good money for them! How can we divide two
cookies so that each person gets the same amount?
o T: Each person is going to get how much of a cookie?
o S: !
o T: How many cookies altogether will each costumer get?
o S: 2 !
o T: Is this fair? Is this equal?
o S: Yes.

If there is extra time, here are some similar problems:

o How can 3 people share 5 cookies?

o How can 4 people share 3 cookies equally?

*cut each cookie into 4 pieces*
o How can 8 people share 4 brownies equally?
 Finally, students will work in pairs to create a cookie problem that
they will solve themselves. They can either use extra cookie
cutouts or I can have them write it on a piece of paper. The will
be given 5 minutes for the task. Then they will present their
problem and answer to the rest of the small group.
________________________________________________________________________
_________________________

Closure:
Discuss with students about what they just observed.
Questions to ask:
o What other items can we use to solve a problem similar to
this instead of cookies?
o Why is it important to cut pieces equally?
o How did this activity relate to fractions?
o Did you see a pattern?
o How can you use this skill in the real world?
T: Thank you for helping me out on my first day at my bakery.
Would you care for some desserts for the road? *hands out
dessert stickers*