Introduction to Fractions Unit

Name: Maria Franciosa

Date: 2/16/15

Grade Level: 3

Subject: Math

Topic: 12-1 Fractions as Equal Parts, 12-2 Fractions as Regions

Purpose: An introduction and review of fraction knowledge from prior grades as well as introducing
fraction terminology and having students become comfortable with naming, writing and identifying
fractions.
Curriculum Standards:
3.NF.A.1: Develop understanding of fractions as numbers- Understand a fractions 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.A.3c: Develop understanding of fractions as numbers ~ 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.
3.G.A.2: Reason with shapes and their attributes- Partition shapes into parts with equal areas. Express
the area of each part as a unit fraction of the whole.
Objective(s):
Given an introduction to fraction terminology, students will be able to divide and identify regions by
halves, thirds, fourths, fifths, sixths, etc.
I can divide and identify regions by halves, thirds, etc.
Students will be able to label the part of a whole using numerator and denominator notation.
I can identify and write fractions.
Assessment:
Formative: Fist to Five- five being totally comfortable and understanding, fist being I need more help.
Teacher will listen for student answers and understanding of concepts to guide lesson.
Summative: Practice problems to check understanding, enrichment to further understanding. Whole
class fraction movement activity to check overall understanding of creating fractions (if needed-see
differentiation)
Materials Needed for Learning Experience:
Teacher: SmartNotebook, Cookie Example Pieces, Enrichment activity
Students: Fraction Notes Packet, Pencil
Anticipated Length of Learning Experience: 1hr
Student Grouping: Whole group, individual work, partnered group as they complete practice work

Prerequisite Knowledge:
Teacher: Equal parts, fraction creation, vocabulary for equal parts and fractions
Student: Background knowledge of fractions from previous grades
Procedure:
Review Bell Work
Today we are going to be starting to work with fractions. Some of this might be a review and some of
this may be new, please be patient and respectful of everyones learning, raising hands to speak, keeping
eye contact with whomever is speaking and keeping your listening ears tuned in. Please clear off your
desks and take out a pencil to write with.
SmartNotebook
Equal Parts
How can you divide a whole into equal parts?
Take answers from the class, tap away left grid to show two halves, then right grid.
Are these both divided into equal parts? Why? [move blocks to show equality]
Do equal parts always have to look the same?
Sixths- left is 6 equal 3x3 blocks, right is also equal, Why? The parts may look different but have
the same area, just like the halves from the first example.
[Handout notes packet]
At the top of this sheet there are six equal boxes, draw 6 different ways these squares could be
cut to have 4 equal parts: 2 min, walk around, check in. Take a few student examples before
moving on. Have them turn their note page to equal parts (backside)
Equal Parts Vocabulary: follow same format for introducing all new vocab
How many equal parts do we have in _____ picture? We call these equal parts ______.
Have them guess what the equal parts might be called as well. [Tap underneath each picture for
label to appear]
If I had 7 equal parts what might we call them? Sevenths
If I had 13 equal parts what would I call them? Thirteenths
Fraction Notation [turn to new sheet in notes packet]
Numerator: on the top of the fraction, tells you how many equal parts are described
Denominator: on the bottom (d=down, therefore it is on the bottom/lower), tells you the total
number of equal parts
Cookie Sharing Example:
o I have one whole cookie just for me. 1 part/1 part
o But, I feel like sharing a piece with Miss Craig, so I am going to give her half. Now we
each have half the cookie. How many equal pieces? How would we write a fraction
representing how much I have?
o We do not want to leave Mrs. B out, so let me take the halves back and now give each of
us a third. How many equal pieces? How would we write a fraction to show how much of
the cookie Mrs. B has? 1/3
o Hmmthis time I think Ill divide my cookie into fourths, and give one piece to Miss
Craig, and one piece to Mrs. B and keep 2 pieces for me. How would we write fractions
to show how much each of us has? 2/4, 1/4, 1/4

o Our cookie is getting rather small. Good thing I baked a whole pan of cookie brownies to
share! Now we can each take as many pieces as we would like! (Mrs. B and Miss Craig
take some pieces) How many equal pieces were there in the pan? Which part of our
fraction is this? How many pieces does Mrs. B have? How would we write her fraction?
How many pieces does Miss Craig have? How would we write her fraction? How many
pieces do I have left in the pan? How would we write this fraction?
Individual Practice
Next page in packet contains practice problems for students to work on individually- go around and
check in. While we are working on our practice problems there should be no talking to each other, this is
an individual activity, if you have any questions or finish, raise your hand and someone will be by to
check your answers
Extension
Whats in a Word Enrichment: identifying fractions for how many vowels are in the word and how
many consonants are in a word/their names- work in partners as they finish individual practice problems
Transition at end of lesson:
Child Guidance:
Attention getting strategies: 5,4,3,2,1 quiet coyote, waiting silently, 123 all eyes on me
Differentiation: Keeps a visual model with written numeric notation. Packet can be used as a resource
for vocabulary and concepts during individual time. Practice problems have a few at the end that
challenge students thinking and knowledge. If it seems like we need to get up and moving have the class
physically divide themselves into fractions 7/13 on one side, 6/13 on the other, etc.
Resources Used:
Foreman, S., & Wesley, A. (2011). Topic 12 Understanding Fractions. In EnVision MATH (Teacher ed.,
pp.247-289). Pearson Education.
Small, M. (2012). Numbers and Operations. In Good Questions: Great Ways to Differentiate
Mathematics Instruction (2nd ed., pp. 30-31). New York: Teachers College Press.
Smith III, J. (2002). The Development of Students Knowledge of Fractions and Ratios. In B. Litwiller
& G. Brights (Eds.), Making Sense of Fractions, Ratios, and Proportions: 2002 Yearbook (pp. 317). Reston, VA.: National Council of Teachers of Mathematics.