Subject: Fractions as Part of a Whole
Grade Level: Grade 3
Objective: 1. Students will explain the concept of fractions as parts of a
whole, including the numerator and denominator. 2. Students will accurately
draw and shade models of fractions to represent various parts of a whole. 3.
Students will work cooperatively in pairs or small groups to solve fraction-
related problems, demonstrating respect and valuing others' contributions.
Learning within the curriculum:
1) Addition and Subtraction of Fractions: This topic builds on the understanding of
fractions as parts of a whole by teaching students how to combine or take away
fractions, reinforcing their knowledge of numerators and denominators.
2) Equivalent Fractions: This topic connects with the current lesson by helping
students understand that different fractions can represent the same part of a whole,
further deepening their grasp of the concept of fractions as parts of a whole.
Learning across the curriculum:
1) Art (Creating Fractional Art): Students can explore fractions through art by
creating designs that represent different fractions, such as using colored paper to
represent different parts of a whole. This activity promotes creativity while reinforcing
the concept of fractions.
2) Music (Rhythm and Fractions): In music, students can learn about fractions
through rhythms, where different note values (like half notes and quarter notes)
represent parts of a whole measure. This helps students connect mathematical
concepts to real-life situations.
Review Motivation:
[Teaching Strategy:] Interactive Read-Aloud
[Instructional Materials:] Picture books that illustrate fractions, such as "Fraction
Fun" by David Adler.
Engaging Activity 1 - Students will listen to a story that incorporates fractions and
then discuss what fractions they noticed in the story.
Engaging Activity 2 - K-W-L Chart: Students will fill in what they know about
fractions and what they want to learn.
Engaging Activity 3 - Role-Playing: Students will act out scenarios involving
sharing food items (like pizza) to introduce the concept of fractions as parts of a
whole.
Activity 1: "Fraction Pizza Party"
[Teaching Strategy:] Cooperative Learning
Materials - Paper plates, markers, and scissors
Significance - This activity allows students to visualize fractions and understand how
they relate to real-life scenarios (sharing pizza).
Instructions -
1) Each student receives a paper plate and draws a pizza.
2) Students will then divide their pizza into different fractions (1/2, 1/4, etc.) and color
each section differently.
3) Students will share their pizzas with a partner, explaining the fractions
represented.
Rubric
- Accuracy of fractions drawn - 5 pts.
- Clarity in explaining fractions - 5 pts.
- Participation in sharing with a partner - 5 pts.
Assessment Questions:
1) What fraction of your pizza represents one-half?
2) How many slices are in one-fourth of your pizza?
3) Can you explain how you divided your pizza into fractions?
Activity 2: "Fraction Walk"
[Teaching Strategy:] Experiential Learning
Materials - Chalk or tape for marking fractions on the ground
Significance - This activity engages students physically while they learn about
fractions, reinforcing their understanding through movement.
Instructions -
1) The teacher will mark fractions (1/2, 1/4, 3/4) on the ground using chalk or tape.
2) Students will walk to the marked fractions according to the teacher's instructions
(e.g., "Walk to 1/2").
3) Students will then discuss with a partner how they reached that fraction and what
it means.
Rubric
- Participation in the activity - 5 pts.
- Ability to identify the fractions - 5 pts.
- Engagement in discussion with a partner - 5 pts.
Assessment Questions:
1) What fraction did you walk to?
2) How did you decide which fraction to go to?
3) What does that fraction represent in terms of a whole?
Inclusive Activity 3: "Fraction Stories"
[Teaching Strategy:] Interactive/Integrated Learning
Materials - None
Significance - This activity promotes verbal skills and collaborative learning without
the need for materials, making it accessible to all students.
Instructions -
1) In pairs, students will create a short story that includes fractions (e.g., sharing 3
apples among 4 friends).
2) They will share their stories with the class, emphasizing the fractions involved.
3) Each pair will discuss how their story relates to the concept of parts of a whole.
Rubric
- Creativity in story creation - 5 pts.
- Correct usage of fractions - 5 pts.
- Clarity in presentation - 5 pts.
Assessment Questions:
1) What fractions were used in your story?
2) How does your story illustrate fractions as parts of a whole?
3) Can you explain the importance of fractions in your story?
ANALYSIS:
Activity 1 - Students demonstrated the ability to draw and explain fractions
accurately, which reinforced their understanding of the concept as parts of a whole.
The sharing component encouraged respect for others' contributions.
Activity 2 - The physical movement helped students internalize the concept of
fractions, making it a memorable experience that connected to real-life situations.
Activity 3 - The storytelling fostered creativity while ensuring that students
understood the relationship between fractions and wholes, emphasizing
collaboration and communication skills.
ABSTRACTION:
Understanding fractions as parts of a whole is fundamental to mathematics and
everyday life. By learning to explain, draw, and collaborate on fractions, students
build a strong foundation for more complex mathematical concepts. Encouraging
respect and valuing contributions fosters a positive learning environment that
enhances their cooperative skills.
Supporting Material 1 - "Fraction Fun" by David Adler discusses the concept of
fractions through engaging illustrations and examples. It helps students visualize
fractions in everyday contexts.
Supporting Material 2 - "The Doorbell Rang" by Pat Hutchins introduces fractions
through a story about sharing cookies, making it relatable and understandable for
young learners.
APPLICATION:
[Teaching Strategy:] Project-Based Learning
Task 1 - Students will create a fraction collage using magazine cutouts to represent
different fractions (e.g., half of a picture, one-fourth of a page).
Task 2 - Students will plan a simple meal for a family of four, using fractions to
determine how to divide food items (e.g., cutting a cake into eighths).
ASSESSMENT:
[Teaching Strategy:] Formative Assessment
[Instructional Materials:] Worksheets with fraction problems
Question 1 - What is the numerator and denominator in the fraction 3/4?
Question 2 - How would you represent 1/2 using a drawing?
Question 3 - Can you solve this problem: If you have 8 apples and share them
with 4 friends, how many apples does each friend get?
H.O.T.S.:
Question 1 - How would you explain the difference between 1/2 and 2/4?
Answer 1 - 1/2 and 2/4 represent the same amount, but they have different
numerators and denominators. Understanding this helps us recognize equivalent
fractions.
Question 2 - Why is it important to understand fractions in our daily lives?
Answer 2 - Understanding fractions helps us make sense of sharing, cooking, and
measuring, which are essential skills in everyday situations.
Question 3 - Can you create a real-life scenario where you would need to use
fractions?
Answer 3 - When baking, we often need to use fractions to measure ingredients, like
1/2 cup of sugar or 3/4 teaspoon of salt.
Assignment:
Assignment 1: "Fraction Journal"
Guiding Overview for Teacher: Students will keep a journal where they document
real-life examples of fractions they encounter daily.
Assessment Question: What fractions did you observe in your daily life? Describe
at least three examples.
Assignment 2: "Fraction Recipe"
Guiding Overview for Teacher: Students will choose a simple recipe and modify it
for different serving sizes, using fractions to adjust the ingredients.
Assessment Question: How did you change the recipe using fractions? Provide a
detailed explanation of your adjustments.
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