Course & topic addressed: Lesson 1: Fractions- Equal Parts Date: Monday, February 11th, 2019 Grade: 3rd

Learning objective/s associated with the content standard for this lesson
The student will understand what it means for a figure to be divided into equal parts.
TSWBAT first tell whether each figure is divided into equal parts, and then, if so, write the name of the parts (halves, thirds,
fourths, fifths, sixths, sevenths, or eighths).
TSWBAT understand that all parts of a figure must be equal in order to be a fraction.
TSWBAT distinguish between figures that are fractions and figures that are not, then explain how they know.
Today is the first lesson of the fraction unit. The students just finished a division unit, and they all met the standards after taking
the test. They have also completed addition, subtraction, measurement, and multiplication units recently. They have mastered
skills in these units that will be needed in order to understand the concepts of fractions. During the division unit, the students
learned strategies to use to solve division problems. One of these strategies was: equal shares. When using this strategy, the
students had to break a number apart into groups that had the same number. They understood that each of these groups were
EQUAL because they all had the same amount or number in them. This will help them to understand that in order for a figure to
be divided into equal parts, they all need to be the same size, and take up the same amount of space. In the measurement unit,
the students became familiar with the ½ inch. They understand that it is half way between 0 and 1. This will help them better
understand what fractions really mean.

State-adopted Academic Content Standards/Benchmarks

MN Standard: Number & Operation: Understand meanings and uses of fractions in real-world and mathematical situations.
3.1.3.1 Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole.
3.1.3.2 Understand that the size of a fractional part is relative to the size of the whole
Academic Language Support and Objectives
Domain Specific Academic Vocabulary: fraction, equal parts, denominator, fraction bar, half, thirds, fourths, fifths, sixths,
sevenths, eighths, odd, even
General Academic Vocabulary: explain, show, describe, fold, draw, sort
Supports: Vocabulary terms hand-out with definitions and meanings to be filled in by the student
Language Objectives:
1.) TSWBAT categorize figures into equal and not equal parts and justify their placement of each figure.
2.) TSWBAT describe to a partner what the denominator is in a fraction.
3.) TSWBAT orally state the name of the denominators after figuring out how many equal parts a figure has. (2-half, 3-thirds,
4-fourths, 5-fifths, 6-sixths, 7-sevenths, and 8-eighths).
Materials
Materials needed Laptop, Gynzy website pulled up with lesson displayed, TV, exit ticket for each student (26), 4 white pieces of
by teacher for this paper for each set of partners (52), set of fraction booklet pages for each student (26), fraction posters, hand-
lesson. out with vocab words (26), and a scissors
 Materials needed Each student needs their Chromebook, pencil, glue stick, scissors, and an individual white board, dry erase
by students for marker, and eraser.
this lesson.
Procedure with Lesson Timeline and Instructional Strategies & Learning Tasks
Amount Teaching & Describe what YOU (teacher) will be doing and/or what STUDENTS will be doing during
of Time Learning Activities this part of the lesson.
Orientation/ Hand out the Pre-Assessment for the students to complete before starting the fractions unit. Have
15 min. Engagement/ them fill it out to the best of their ability and turn it in. When everyone is finished, begin the lesson.
Motivation: Bring the students to the front of the room and have them sit cross-legged so everyone can see
§ Pre- the T.V and white board. Discuss the learning target and activate prior knowledge.
Assessment Learning Target: Teacher will read “Understand what it means for a figure to be divided into equal
§ Present parts”.
learning Activate Prior Knowledge: Have students think back to the division strategies. Discuss the division
target strategy of equal shares. Have a student remind the class and then model how to solve a division
§ Activate prior problem using this strategy. Explain that the strategy is called equal shares, so that means that
knowledge each group needs to be equal or have the same amount in each. Discuss odd and even numbers
(they worked on it earlier today- students do a turn and talk. Make sure to remind them that that
even numbers are divisible by 2. Explain that today they will get more practice with equal parts,
and they will understand a bit more about fractions
Exploration #1: The students will do some problem-solving in order to complete the next activity. Give the
25min. § Equal Parts directions of the activity: find an object that fits on your paper and trace it 4 times, once on each
Activity paper. Once you trace it on all 4 pieces of paper, cut each one out. Next, fold each piece to that
-Trace, cut, and fold you create equal parts. One of the pieces will be folded into 2 equal parts, and the others in 3, 4,
into 2,3,4, and 5 and 5 equal parts. When you think you have 2 equal parts, draw a line on the fold that shows that
equal parts. and move on to the next pieces. Be ready to explain why you do or do not have equal parts.”
Model this for the students after going over the directions. Afterwards, pair off the students and
§ Discuss give each pair of students 4 pieces of white paper. Once the students have completed the activity,
equal parts have them meet back up in the front of the room with their partner and the 4 pieces of paper they
folded. As the students are working through this activity, walk around and observe.
Once everyone has gathered back in the front of the room, explain that they will look at the pieces
of paper and sort them into equal and not equal piles. After all the papers have been sorted, go
through the piles as a class. Hold up a few examples from each pile and ask the students why the
shape is divided into equal parts or not. Have students engage in a turn-and-talk to discuss this
question of how we know if we have equal parts or not. Have a few students share, and then
inform the students that in order for a shape to be divided into equal parts, they must all be the
exact same size, or take up the same amount of space.
 Ask the students what they thought about the activity-which was the easiest to fold and which was
the hardest. When discussing this, bring up odd and even numbers again.
Exploration #2: Point to each of the shapes, one at a time, and have the students justify whether or not it is
10 min. § Gynzy divided into equal parts. Discuss why each shape is or is not divided into equal parts, and have
Lesson the students show a thumbs up if they think they are equal and thumbs down if they don’t think
Presentation so. Then go to the next slide and explain that in order to count as a fraction, we must have equal
-Which shapes have parts. There can be any number of equal parts as long as they are ALL the same size pieces.
equal parts? Introduce the term ‘denominator’ and give definition. Have them practice saying it. “Raise your
-Denominator hand if you have ever run in a race, used a recipe to make something, followed directions to
complete a task, or built something step-by-step. Everyone has their hand raised. I want you to
talk with a neighbor about what this was like. Tell them how you did in the race or how you made
a recipe, etc.” Bring the attention back to the front of the room and ask for 4 volunteers to help
you. Have the students line up, facing the rest of the class. Explain to everyone that they are
going to pretend that these 4 students completed a race, and this was the order that they crossed
the finish line. Bob was the first one to cross, then Larry, then Sue, then Deb. “If Sue was to go
home, and her mom asked her how she did in the race, what would she say? Yes, she would say
that she got third. She wouldn’t say ‘I got 3 place. What would Deb say? Yes, fourth place! We do
the same thing when we talk about fractions. The denominator of the fraction has a special name.
We say the name as if we came in that place in a race, except for halves (2 equal parts-halves, 3-
thirds, 4-fourths, 5-fifths, 6-sixths, 7-sevenths, and 8-eighths).” Have everyone say each of these
names again with you and then ask what the parts would be called if they had 4 equal parts, 7
equal parts, 2 equal parts, etc. Look over the pictures on the screen that model each of the
fractions in either a circle model or bar model. Talk about why they are thirds, fourths, fifths, etc.
Then point to one of the numbers and ask what that number is in the fraction- the denominator.
Have them tell you once again what the denominator is, and what it means.
10 min. Exploration #3: Open up the Kahn Academy Equal Parts of Circles and Rectangles and display it on the T.V for
§ Kahn the students to see. Read the question and have the students help you find the answer. Ask
Academy students questions based on what the problem is. Go through all the choices individually and
Quiz/Practice discuss why or why not the squares are divided into fourths. How is the rectangle divided? First
have the students count how many parts the rectangle has, then ask them if the parts are equal.
The students must justify their answer, and then explain why the rectangle is NOT divided into
equal parts. Have the students do the next one on their own and have them write the answer on
their whiteboards. They will then flip their whiteboards, and this will show which students
understand the question, and which students could use some more practice. After doing a couple
problems like this, have a student come up to the board and do a problem on their own. Have the
class check their answer and discuss whether or not the student answered it correctly. Make sure
 that the students know that just because a figure has 5 parts, for example, it does not mean that
the shape is divided into fifths. In order to be a fraction, the parts of the shape must be EQUAL.
Closure: Have the students get their whiteboards ready. First have them describe to a neighbor how they
20 min. § Review know if a figure is divided into equal parts or not. Then show a few examples on the board and
-assemble have them write yes or no on their boards and flip them to reveal their answers. Next, have them
booklet draw a figure on their board that is divided into four equal parts. They will show their boards, and
§ Exit tickets then have them tell you what the names of these parts are- fourths.
Lastly, hand out the fraction booklet pages, and give instructions. The students will cut out each
piece of the booklet and organize them in the order modeled on the T.V.
Students will then fill out the vocabulary words that were introduced in the lesson today on their
handout. After, they will complete the exit tickets related to the lesson topic of first, telling whether
or not a figure is divided into equal parts, and then, if it is, writing the name of the parts. They will
finish these and hand it into the basket. If they finish early, they may work in the fractions section
of IXL, as well as practicing their multiplication facts.

Accommodations and Modifications

The Gynzy lesson that is displayed to the class on the T.V will have large text so that each individual student can see the content
posted on the screen. For each question, I will read it out loud to all of the students to help the auditory learners in the classroom and
struggling readers. The kinesthetic learners will be able to reach their full potential when they are able to trace, cut, and then fold paper
into equal parts. A few of my underperforming students, struggling readers, and students with IEP’s will be given a vocabulary handout
with the definitions written for them with an exception to a few words that they have to write. Additional worksheets on the material
covered in the lesson can be given to students for extra practice with the topic. Students can also work in the fraction section of IXL at
home, or on their Chromebook when they have free time in class to practice their skills. There will also be a paraprofessional in the
classroom to assist during the lesson as the students work on the individual work.
Assessments: Informal and/or Formal used for this lesson.
☐Informal / As the students are responding to questions about whether or not the figures are divided into equal parts and reciting
☐ Formal names of the denominator parts, note who is saying the names correctly, answering correctly, and who needs more
practice.
☐ Informal / Walk around and observe as the students are folding their paper into equal parts. Are the parts truly equal? Then
☐ Formal when they place them into the equal or not equal pile, are they placing their paper into the correct pile?
☐ Informal / Exit tickets at the end of the class directly related to the learning target. I will correct these and set aside the work of
☐ Formal students who need intervention. I will look at what part of the content students are having trouble with based on this
exit ticket.
Course & topic addressed: Lesson 2: Fractions- Parts of a Region Date: Wednesday, February 13th, 2019 Grade: 3rd
Learning objective/s associated with the content standard for this lesson
TSWBAT represent the shaded regions of a shape in a fraction.
TSWBAT demonstrate their knowledge of fractions as being part of a whole by drawing lines to divide a figure into equal
parts as well as shading a given region of a figure.
Using academic vocabulary from the lesson, TSWBAT explain why they shaded the region of figure the way they did to
show a given fraction.
In the previous lesson, students were introduced to fractions. They learned what equal parts were, and they learned what it
meant for a shape to have equal parts, and why. They understand where the denominator is located in a fraction and what it
is. They also practiced representing a picture of a fraction with the name of what each region would be called. (If a shape
has 2 equal parts, the parts are called halves, 3 equal parts- thirds, 4 equal parts- fourths, 5 equal parts- fifths, six equal
parts- sixths, 7 equal parts-sevenths, and eight equal parts- eighths.)
Students just finished a unit on division, so they have a good understanding what it means to break a number up into equal
parts or groups. They also had a unit on measurement where they became familiar with the ½ inch. They understand that it
is half way between 0 and 1. This will help them better understand what fractions really mean.
Connections to 2nd Grade: Students identified, described, and compared basic shapes according to their geometric
attributes. They also understood length as a measurable attribute while using tools to measure length. These standards
prepared them for this learning segment on fractions.

State-adopted Academic Content Standards/Benchmarks

MN Standard: Number & Operation: Understand meanings and uses of fractions in real-world and mathematical situations.
3.1.3.1 Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole.

Academic Language Support and Objectives

Domain Specific Academic Vocabulary: fraction, equal parts, denominator, numerator, fraction bar, shaded region,
General Academic Vocabulary: represent, explain, show, shade
Supports: Sentence frames for students to practice correctly putting their words into sentences.
Language Objectives:
4.) TSWBAT describe to a partner what the denominator and numerator is in a fraction.
5.) TSWBAT compare/contrast the vocabulary words: numerator and denominator when explaining which region of the
fraction circle was shaded, and how many total regions there were in the circle
6.) TSWBAT explain what fraction the figure represents as well as what it means using the sentence frames provided.
Materials
Materials needed by Laptop, Gynzy website pulled up with lesson displayed, TV, exit ticket for each student (26), “Circles”
teacher for this worksheet in sleeves for each student (26), sentence frames and a full graham cracker sheet for each
lesson. student (bring extra in case students break them).
Materials needed by Each student needs their Chromebook, pencil, and an individual white board, dry erase marker, and
students for this eraser.
lesson.

Procedure with Lesson Timeline and Instructional Strategies & Learning Tasks
Amount Teaching & Describe what YOU (teacher) will be doing and/or what STUDENTS will be doing
of Time Learning Activities during this part of the lesson.
Orientation/ Teacher:
10 min. Engagement/ Bring the students to the front of the room and have them sit cross-legged so everyone can
Motivation: see the T.V and white board. Discuss the learning target and activate prior knowledge.
§ Present Learning Target: Teacher will read “Represent the shaded region of a figure in a fraction”.
learning Activate Prior Knowledge: “Yesterday, we learned what it meant to have equal parts. You all
target demonstrated how to divide an object into equal parts of 2, 3, 4, and 5. Can someone remind
§ Activate prior us what equal parts are?” Afterwards, show a divided shape on the board and ask if the
knowledge shape is divided into equal parts; why or why not? “At the end of the lesson yesterday we
learned that fractions have different parts, and you were introduced to a new vocabulary
word. *Draw a fraction without numbers and point to the bottom part of the fraction. “Who can
tell me what this new word was? Yes, it is the denominator, everyone say, ‘denominator’,
now I want you to turn and talk with a neighbor about what the denominator is.” Introduce the
term ‘numerator’. Model a few examples of fractions and review which number is the
numerator and which number is the denominator and why.
Exploration #1: Teacher:
2 min. § Food with “Raise your hand if you have eaten pie, pizza, a Kit Kat, a Hershey’s bar, graham crackers,
Equal parts or oranges.” If you raised your hand, you have all eaten food that has equal parts.” What
other foods can you think of that have equal parts?
Talk about food that Students:
is cut into equal Students will be sitting in the front of the room in front of the white board and T.V. They will
pieces participate in the discussion about foods that have equal parts. They will raise their hand if
they have eaten the foods being talked about, they will think of other foods they have eaten
that have equal parts.
Exploration #2: Each student will be given a full graham cracker sheet. They will count how many equal parts
10 min. there are on the cracker sheet. They will tell me that the denominator of my fraction is 4
 § Use graham because there are 4 equal parts in all. I will tell them that they have to “share it with a sibling”
crackers to and they will break their cracker in half so that they now have 2 equal parts. They would then
understand explain what the number 2 would be in the fraction- the numerator. I will have them all say
fractions “one half” to practice verbally saying their fractions. Lastly, they will break their half into two
equal parts to “share with a brother”. Now they will tell me that they each have one of the
equal pieces. The students will then turn and talk with a neighbor about why the denominator
is still 4, and why it hasn’t changed. The students will practice saying “one-fourth” as well
before moving on to the next part of the lesson.
Exploration #3: Use the Gynzy interactive white board lesson displayed on the T.V. The students will have
30 min. § Gynzy their white board, marker, and eraser for this portion of the lesson. The teacher will go
interactive through the lesson presentation, doing activities with the students along the way. The
whiteboard teacher will ask several questions about how they knew the answer, and the students will get
group activity several opportunities to share their thought process.
§ How many How many equal parts/how many shaded--- The teacher will ask the questions, and the
equal parts/ students will give the answers. This part is very simple, it is just the building blocks of writing
how many a fraction with a numerator and denominator. Check the answer given by uncovering the
shaded answer on the displayed Gynzy presentation.
regions? What fraction is shaded--- Explain to the students that we now have to write what fraction
§ What fraction of the shape is shaded. Model the first one, and then have the students help with a couple.
is shaded? Discuss the numerator and denominator in each of the fractions being used, and have the
§ Shade this students use the vocabulary when discussing the fractions
fraction Shade this fraction--- The teacher will show with fraction that the students are working with.
§ Fraction The teacher will then model how to shade in the given fraction, and explain how they knew
circles how many regions to shade in. Then for the next one, ask the students how to do it, so they
are helping complete the shading. Lastly, have someone come up and shade in a new
fraction. Again, discuss the numerator and denominator in each of the fractions being used.
Fraction Circles--- Students will pair up with a partner, and each pair will get a “Circles”
sheet inside a sleeve to work with for this portion of the lesson. The teacher will display the
same sheet on the T.V. The teacher will write a fraction, and the students will each have to
first decide which fraction circle to use, and then shade the correct region of that circle to
represent the given fraction. When the teacher says, “flip boards in 3,2,1”, students will show
their answers. Walk around and help students as needed, as this is a big portion of the
lesson. Make sure that all students fully understand how to decide which fraction circle to
use, and how they decide how many regions to shade.
Closure: As a class go over what the numerator is and where it goes in the fraction. Then review,
15 min. § Reteaching when looking at a fraction picture, how many total parts the shape has, how many shaded
 § Sentence parts, and then what fraction the shaded part represents. Lastly, review how to pick out
Frame Work which shape to use shade in the correct regions of a shape based on the fraction given.
§ Exit ticket Students will complete the exit ticket related to the lesson topic of shading in the correct
regions of a shape and representing the shaded regions of a shape in a fraction. As students
are working, they will get called over to practice using the sentence frames. They will finish
the exit ticket, and hand it into the basket. If they finish early, they may work in the fractions
section of IXL, as well as practicing their multiplication facts.

Accommodations and Modifications

If students are still struggling with first telling whether or not each figure is divided into equal parts, and then if it is, writing the name
of the parts from the previous lesson, they could work with a teacher or paraprofessional during activating prior knowledge. These
students could also be given a re-teaching worksheet during that time to help them get a better understanding. Worksheets on the
topic: Parts of a Region could be given to students as an enrichment. ELL and struggling students will be given sentence frames to
use when explaining what the fraction shown is and what it means. The fraction section of IXL is always an enrichment option for
students as well. Students could also work with a partner again by giving each other sample problems to complete

Assessments: Informal and/or Formal used for this lesson.

☐Informal / As the students are writing the answers on their white boards, take note of students who are getting the wrong
☐ Formal answer, or are just simply not answering the questions at hand. Take note of students who answer questions.
☐ Informal / Walk around and observe as the students are filling in their fraction circles. Are they shading the correct area? Are
☐ Formal they labeling the circle with the correct fraction? Have the students hold up their fraction circles for me to see.
☐ Informal / As each student uses the sentence frame to explain the shaded fraction shown, keep track of who understands the
☐ Formal vocabulary words used and the context they are used in. Are they filling in the blank correctly, do they understand?
☐ Informal / Exit ticket at the end of the class directly related to the learning target. I will correct these and set aside the work of
☐ Formal students who need intervention. I will look at what part of the content students are having trouble with based on this
exit ticket.
 Course & topic addressed: Lesson 3: Fractions- Parts of a Set Date: Thursday, February 14th, 2019 Grade: 3rd

Learning objective/s associated with the content standard for this lesson
The student will be able to represent parts of a set in a fraction.
The student will be able to write and draw the fraction of the set that is described
In the previous two lessons of this learning segment, students were introduced to fractions. They were able to recognize that
fractions can be used to represent parts of a whole. They learned what equal parts were, and they learned what it meant for a
figure to be divided into equal parts, and why. They understand where the denominator and numerator are located in a
fraction and what they are.
They also practiced representing a picture of a fraction with the name of what each region would be called. (If a figure has 2
equal parts, the parts are called halves, 3 equal parts- thirds, 4 equal parts- fourths, 5 equal parts- fifths, six equal parts-
sixths, 7 equal parts-sevenths, and eight equal parts- eighths.) In yesterday’s lesson about “Parts of a Region”, the students
were able to look at a figure and decide what fraction the shaded region represented. They had lots of practice with this, so it
should not be hard for them to do that in today’s lesson.

State-adopted Academic Content Standards/Benchmarks

MN Standard: Number & Operation: Understand meanings and uses of fractions in real-world and mathematical situations.
3.1.3.1 Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a set.
Academic Language Support and Objectives
Domain Specific Academic Vocabulary: fraction, equal parts, denominator, numerator, fraction bar, shaded region, set,
halves, thirds, fourths, fifths, sixths, sevenths, eights, ninths, tenths, etc.
General Academic Vocabulary: represent, explain, show, describe, heart, color
Language Objectives:
7.) The student will be able to describe to a partner what the denominator and numerator is in a fraction.
8.) The student will be able to explain why the denominator hasn’t changed when working with the candy heart fractions.
9.) The student will compare/contrast the vocabulary words: numerator and denominator when explaining which fraction of
the set was described, and how many total parts there were in the set.

Materials
Materials needed Laptop, Gynzy website pulled up with lesson displayed, TV, exit ticket for each student (26), “Valentine
by teacher for this Heart Fractions” worksheet for each student (26), boxes of candy hearts (26), “I Have Who Has?” cards
lesson.
Materials needed Each student needs their Chromebook, pencil, and an individual white board, dry erase marker, and
by students for this eraser.
lesson.
Procedure with Lesson Timeline and Instructional Strategies & Learning Tasks
Amount Teaching & Describe what YOU (teacher) will be doing and/or what STUDENTS will be doing during
of Time Learning Activities this part of the lesson.
Orientation/ Bring the students to the front. Discuss the learning target and activate prior knowledge.
15min. Engagement/ Learning Target: Teacher will read “Represent the parts of a set in a fraction”.
Motivation: Activate Prior Knowledge: “Yesterday, we represented fractions as part of a region. Review
§ Present terms ‘denominator’ and ‘numerator’. Have students engage in turn-and-talk discussing them.
learning Have a student or two share what the numerator is. Review that it is the top number in a fraction
target and it is the number of parts we are counting. Then model a few examples of fractions and
§ Activate review which number is the numerator and which is the denominator and why. After this, the
prior students will review the previous lesson’s material by playing “I have, who has?”. Hand out the
knowledge cards to the students. Explain that each person has a different card with a fraction in a circle or
bar model. They should look at their card and figure out which fraction is represented by the
shaded region. The person with the ‘Start’ card says, “Who has___?”. The person who has that
card says, “I have__, who has__?”. The game continues until you reach the ‘The End’ card.
Gather the cards and have the students come back to the front and sit on the carpet in front of
the T.V. Model a few more examples if the students had a hard time with the review game,
otherwise move on to the new material.

Exploration #1: Project the Gynzy lesson on the T.V. Tell the students, “Fractions can also be found in sets or
15 min. § Gynzy groups of things. Last week when we were working with skittles, I saw a lot of you counting how
Lesson many of each color you had. Without even knowing it, you were practicing fractions as part of a
Presentation set.” Have students observe set shown on T.V. What we are going to figure out is- what fraction
-Find the fraction of are triangles. How are we going to figure this out? Turn and talk with a neighbor and discuss
each object/shape what you think we should do.” Have students share thought processes and discuss whether or
within the set. not it will work. Remind the students that in a fraction they need a number on the top
(numerator), a fraction bar, and a number on the bottom (denominator). Ask the students what
they think the denominator should be in the fraction, and how they will find out which number it
is. After they figure out what the fraction is, have them say the fraction out loud to practice
correctly saying the names of fractions. Explain that the fraction 2/9 means that 2 out of the 9
total shapes are triangles. Then move on and have the students write the fraction of the next
two on their white boards. Discuss the answers, and again, have them say the name of the
fraction they are working with. Have the students talk about why the denominator is the same in
each fraction-because the total number of shapes does not change.
 Move to the next slide of the presentation, and practice doing the same things but with apples.
The students will first count how many apples there are. Ask the students why they think they
had to first do this? They will then write down what fraction of the apples are red. Show the
students the ‘hint’ on the slide and explain what the picture is showing. Have the students flip
their whiteboard. Not students who have the wrong answer or have the numbers in the fraction
flipped around. Then have the students write what fraction of the apples are green, and again
have them show their whiteboard to check for mastery.
Exploration #2: Students will watch as you model how they will complete the Conversation Hearts Fraction
30 min. § Candy Heart Activity. Explain to the students that they will all get their own box of candy hearts, and the
Fractions same worksheet that is displayed on the T.V. Model how they will complete the activity:
-Count/ color hearts -Dump out the box of hearts on the table and explain that they will count the total number of
-Graph hearts candy hearts and record that number at the top of their worksheet.
-Find the fraction of -Next, explain that they will color each of the 6 hearts on the bottom of the page, one will be
each color of hearts pink, yellow, orange, purple, white, and green. Color the hearts so they can see exactly what
they will be doing on their own.
-They will then help you fill in the graph to show how many of each color are in the box. Start
with pink, and then show that they will graph this number above the pink heart. After pink,
demonstrate graphing the rest of the colors.
-After they have all of the hearts graphed, they will record what fraction of each color they have.
When writing the fraction, tell the students your though process, so that they can understand
exactly what you are doing and why. Then move on to the next color and have the students
help figure out the fraction. For the next color, have the students figure the fraction out on their
own. Discuss why they are correct or not, and then point to one of the numbers in the fraction
and ask whether it is the numerator and denominator and why.
-Lastly, have the students talk with one another and explain why the denominator in each of the
fractions has not changed. Explain that it remains the same in each of the fractions because the
denominator is the total number of hearts we have. The total number of hearts is the same in
each of the fractions which means our denominator stays the same each time.
Then hand each student a box of hearts and the activity page. Have them go back to their seats
to complete the activity on their own.
After modeling the procedure and sending the students to their seats to complete their own
conversation heart activity, pull a few of the low students. Form a small group at the front table,
and work through it as a group to ensure they understand.
Closure: Have the students get their fractions booklet out, turn to the page that says. “Part of a Set”, and
15 min. § Review freeze. Explain that the fraction on the page is 4 over 6 and have them say what that fraction’s
name is. Then, read them the sentence “___ of the birds are blue, out of ___ total birds.” “Okay
 -Fill out friends, if our fraction is 4/6, what number is our denominator. What does the denominator
booklet mean? So, if our denominator is 6, what is that telling us? Now, if 6 is our denominator, what
§ Exit ticket does that mean the number 4 is? Have the students color the birds and fill in the blanks in the
sentence. Read the sentence together. “4 of the birds are blue out of 6 total birds.”. How many
birds are not colored? Yes, 2, let’s color those 2 birds red. Now, what fraction of the birds are
red?”. Have the students say the fraction 2/6, and then have them explain what that means in a
sentence, - that 2 out of the 6 total birds are red. Have the students put their booklet away. Tell
them to pay attention to sets or groups of things that they work with, and to see if the next time
they notice one, to count and figure out what fraction of the set or group is a certain color,
shape, size, taste, etc.
Students will complete the exit ticket related to the lesson topic of representing parts of a set in
a fraction. They will also have to draw a fraction of the set described. They will finish this and
hand it into the basket. If they finish early, they may work in the fractions section of IXL, as well
as practicing their multiplication facts.

Accommodations and Modifications

If students are still struggling with material from the previous two lessons, they could work with a teacher or paraprofessional
during activating prior knowledge. These students could also be given a re-teaching worksheet during that time to help them get a
better understanding. Worksheets on the topic: Parts of a Set could be given to students as an enrichment. The fraction section of
IXL is always an enrichment option for students as well. Students could also work with a partner again by giving each other
sample problems to complete. The students will be able to physically touch and move around the candy hearts in order for the
kinesthetic learners to reach full potential. I will read the directions, prompts, and anything else needed to students who struggle
with reading. I will also pull a small group to work on the activity together to ensure they understand all of the material.

Assessments: Informal and/or Formal used for this lesson.

☐Informal / As the students are writing the answers on their white boards, note students who are getting the wrong answer or
☐ Formal are just simply not answering the questions at hand. Take note of students who answer questions.
☐ Informal / Walk around and observe as the students are filling in their “Valentine Heart Fractions” worksheet. Are they writing
☐ Formal the correct fractions for the described set?
☐ Informal / Exit ticket at the end of the class directly related to the learning target. I will correct these and set aside the work of
☐ Formal students who need intervention. I will look at what part of the content students are having trouble with based on this
exit ticket.