Video Lesson Plan #4 (Lesson #13)

Teacher Name: Nicole Creedon School: Mansfield Elementary School

Subject: Mathematics Grade: 3 Date: November 4, 2016
Class Size: Nineteen Unit: Chapter 8: Understand Fractions Lesson Topic: 8.4 Fractions of a Whole
Instruction: Direct Instruction

Lesson Plan Detail Description

Components

Academic Performance 3.NF. A. 1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is
State Standard(s): partitioned into b equal parts; understand a fraction a/b as the quantity formed by a
parts of size 1/b.

Instructional Objective: Students will be able to explain how a fraction names part of a whole.

Evaluation of Student Formative Assessment:

Learning
During guided practice, I circulated the room to review students work and
assess their understanding. I also asked questions cold calling on students and
calling on those with raised hands to assess their understanding throughout
the lesson.
During the independent centers, the work will be collected and reviewed for
instruction the next day.

Technology & Materials Teacher:

for student and teacher
E-Book Student Version: p. 461-464

Smart Board

Student:

Workbook pages 461-464

Computer for each student (with Wifi access)

Pencils

Teaching methods and Direct Instruction- new idea and concepts being taught. Discussing what the word
Instructional Strategies: whole means, what we call parts of the same size, what a fraction is and what a unit
fraction is.

Guided Practice/Modeling- Modeling thinking and analysis of word problems. Work

with students on solving the problem involving identification of fractions.
Lesson Plan Detail Description
Components

Develop core and How does a fraction name part of a whole?

essential questions:

Critical Vocabulary:
Numerator: the part of a fraction above the line, which tells how many parts are being
counted.

Denominator: the part of the fraction below the line, which tell how many equal parts
there are in the whole or in the group.

Fraction: a number that names part of a whole or part of a group.

Equal parts: parts that are exactly the same size.

Unit fraction: a fraction that has 1 as its top number or numerator.

Context for learning: The lesson will be taught with whole class, direct instruction. The concept of
fractions is still new to the students and the vocabulary involving fractions is being
practiced/developed.

Organization of Students The beginning of the lesson will be whole group. Students will then have time to
(e.g., whole class, small work independently to practice problems and with the teacher in small groups.
ability group, etc.)

Other Lesson
Information: N/A

Introduction To begin the lesson I asked students what they remembered about fractions when I
introduced them a few days prior. We talked about fractions needing a numerator and
denominator and what they tell us. We also talked about the fractions being special
because they need equal parts. We used the fraction as an example to review these
ideas.

Teaching Procedures: Modeling/Instruction/Guided Practice: Next, I had students turn to page 461. We
completed the Unlock the Problem together as a class. We looked a picture of the
Italian flag and talked about what fraction of the flag was and was not red. We then
looked at a few other problems that required students to identify what fraction was
shaded in the shape. I pointed out that 6/6 is equal to a whole and that it means we
have all the parts. We also reviewed how you can right a fraction in fraction form or
write out the word. We continued to do problems together and on the board that were
on page 462.

Independent Practice: Then, I had students break up into three centers. I explained
the centers to each student and made sure the directions were clear.

The first center was a page of practice problems form their workbook, pg. 463.
Lesson Plan Detail Description
Components

Students had to complete problems requiring them to identify fractions and complete
three word problems on their own at this center. The work was be collected for
review.

The second center was a worksheet that required the students to break a shape in the
desired number of equal parts. This was to work on their ability to create the fractions
they were identifying. There was a second worksheet at this center that required
students to identify the fractions that are in their name. They had to identify how
many vowels and consonants were in their name and write it as a fraction.

The third center was a problem-solving center, with me. I worked in a small group of
6-7 students to solve three word problems. We worked on how to approach a word
problem like those involving fractions. I supported students as needed. I called the
students to the back table to work on these problems with me.

Closure Unfortunately we ran out of time for a proper closure. I was planning on providing
the students with an exit ticket asking them to identify the fraction.

Scaffolding Schedule Students will have time to work on problems together as a whole class, then
independently, and then in small groups.

Error correction and Looking at other students mistakes and working through how to correct the mistake
feedback procedures and why it is wrong during centers in small group.

Have students explain their thinking when they answer questions correctly and
incorrectly. This will show error in thinking and or highlight what concepts they fully
understand.

Accommodations/ When students are pulled to the back table to work on problem solving, the groups
Modifications are leveled. This ensures that the group does not move too slowly or quickly for an
individual.

Enhancement/ Asking more higher order questions during small group. Those who complete work
Enrichment Activities: early will be allowed time to work on computers to play math games that focus on
the four basic operations.

References and Go Math! Chapter 8, Section 8.4, p. 461-464 student workbook and teacher guide
Resources