Task 1 Math Tools lesson plan PDF

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Summary

This math lesson is focused on 3rd grade equivalent fractions....

Description

A. Hands-on Tools 1. Pattern Blocks: Pattern blocks are used to discover patterns, which are found throughout mathematics. The benefit of using pattern blocks is providing a visual concept of patterns. The challenge with pattern blocks is that they are limited to only six shapes and colors. 2. Calculator: Calculators can be used to discover math concepts that may not exist in a math lesson. Calculators are beneficial to compute larger numbers, such as finding larger equivalent fractions. However, the challenge with calculators can be that students use them to compute smaller numbers that they should be fluent in computing on their own or with pencil and paper. 3. Fraction Circles: Fraction circles are used for finding equivalent fractions. Fraction circles are beneficial to visualize various sizes of segments to find equivalent fractions. The challenge with fraction circles is the limited sizes of segments. If you are needing to find larger denominators, you would need to use another tool. 4. Cuisenaire Rods: Cuisenaire Rods are another tool used to find equivalent fractions. They are beneficial to line up the sizes to discover the equivalent segments. The challenge is the same as the fraction circles. There are limited sizes to manipulate. B. Virtual Tools 1. Fraction Strips: The virtual fraction strips can be used to discover equivalent fractions. The benefit of this virtual tool is the ability to manipulate the tiles in different ways. The challenge with this tool is the lack of ability to change the difficulty level for individual students. (https://toytheater.com/fraction-strips/)

2. Math Learning Center Fractions: This virtual tool is used to manipulate fractions. The benefit of this tool is the ability to change the difficulty level for individual students up to one hundred segments. The challenge of this tool is the lack of support on how to use the program. The teacher would need to be available for added support and training on how to use it. (https://apps.mathlearningcenter.org/fractions/) 3. Virtual Fraction Circles: The virtual fraction circles can be used to manipulate segments to find equivalent fractions. The benefit of using this tool is the ability to move various sized segments to discover equivalent fractions. The challenge with this tool is the limited sizes available. (https://toytheater.com/fraction-circles/) 4. Virtual Fraction Wall: The virtual fraction wall is used to determine equivalent fractions. The benefit of the fraction wall is the ability to manipulate the tiles in different ways, such as, stacking, scattering, and moving the tiles around. The challenge of this tool is the limited number of segments to change to. To find more equivalent fractions, you would need a different tool. (https://mathsbot.com/manipulatives/fractionWall) C. Lesson Plan

General Information Lesson Title: Equivalence of Fractions, Simplified and Expanded Subject(s): Mathematics Grade/Level/Setting: Grade 3, Elementary classroom Prerequisite Skills/Prior Knowledge: Students should understand a fraction as the quantity formed by one part when a whole is divided. Students should be able to place fractions on a number line. They also should have basic skills in multiplication, division, and common factors.

Standards and Objectives State/National Academic Standard(s):

CCSS.MATH.CONTENT.3.NF.A.3 Explain equivalence of fractions in special cases and compare fractions by reasoning about their size. CCSS.MATH.CONTENT.3.NF.A.3.B Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model. Learning Objective(s): Given a group of fractions, students will be able to compare fractions by reasoning about the size of each fraction and generate a simple equivalent fraction with at least 70 percent accuracy.

Materials

Technology



Fraction Circles



Pencils



Crayons/colored pencils or markers

direct substitute for curriculum for the



“My Name in Fractions” worksheets

teacher to help strengthen the students



Laptops

in understanding how to view



Projector and screen

equivalent fractions.



Assessment: Khan Academy: https://www.khanacademy.org/math/cc-

SAMR Level: Substitution 

The use of a video clip will provide a

SAMR Level: Augmentation 

The use of Khan Academy quiz/test

third-grade-math/equivalent-fractions-

will provide a direct substitute for a

and-comparing-fractions#imp-

traditional assessment. The students

equivalent-fractions

will be able to interact with the



Whiteboard

assessment in a more engaged setting.



Math Journals



YouTube Video Clip: https://youtu.be/jWWf1-zqnlM

Language Demands Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.

Language Function(s): Compare: Students will be able to compare fractions by reasoning about the size of each fraction. Vocabulary:   

Equivalent (Fractions) Value Compare (Fractions)

Discourse and/or Syntax: Discourse: Through collaboration and visual arts, students will utilize critical thinking to match and model equivalent fractions.

Planned Language Supports: The whole-group discussion strategy will be used to define the introduced vocabulary words.

Instructional Strategies and Learning Tasks

Anticipatory Set: Activity Description/Teacher Student Actions  Students will participate in the  Whole-group discussion to reflect on prior knowledge

discussion of their prior knowledge of

relating to a fraction as the

a fraction as the quantity formed by

quantity formed by one part

one part when a whole is divided, how

when a whole is divided,

to place fractions on a number line, and

ability to place fractions on

basic multiplication and division.

a number line, and basic



Students will interact with the teacher



multiplication and division.

to determine how many sections of

The teacher will project a

each shape need to be colored in to

worksheet with different

represent the fraction.

shapes divided into sections/fractions to further discuss how to fill in the sections of the shape to represent the fraction listed with each shape. The teacher will color in shape as the children agree on how many sections to color in. An example of the worksheet: 1/4

5/6

Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher Student Actions Students will: Teacher will: 

Display vocabulary words on the



introduced vocabulary words mean.

whiteboard. 

Lead a discussion with the whole

Students will discuss what the



Students will write down the

group to define the introduced

vocabulary words and the definitions in

vocabulary. The teacher will write

their Math Journals.

clear definitions of each word on



Engage with the teacher and discuss

the board for reference while the

how to color in the segments of each

students record the words and

circle. They will draw and color in

definitions in their Math Journals.

their shapes demonstrating equivalent

Vocabulary and definitions 1. Equivalent (Fractions): fractions

fractions into their Math Journals. 

Watch a video clip about equivalent

that have a different numerator and

fractions and write down 2 things they

different denominator but have the

found interesting and 1 questions they

same value.

might have.

2. Value: a number or result of an



equation.

partner to see what answers they can

3. Compare (Fractions): taking two fractions and determining if they are equivalent or different.

Discuss their questions with their math

come up with together. 

Each partner group will share one question they had and what answer they came up with.



Project a worksheet that has 2 symmetrical shapes of equal size but are divided into different-sized sections. The teacher will model equivalent fractions by coloring in 3/6 (or ½) of the first circle and 2/4 (or ½) of the second circle. The teacher will discuss how to simplify each fraction by dividing

by a common factor. The teacher will also explain how you use multiplication and common factors to find equivalent fractions.

3/6



or

½

or

2/4

Share video clips that discuss equivalent fractions.

https://youtu.be/ jWWf1-zqnlM 

Have students discuss what they found interesting and 1 question they have with their designated math partners.



Lead a whole-group discussion, where each pair of students express what they came up with for their questions and answers.

Guided Practice: Activity Description/Teacher Teacher will: 

Excuse students to sit with their

Student Actions Students will: 

Collaborate with their partners to use



partners on the carpet.

the Fraction Circles. They will find

Pass out Fraction Circles to have

multiple ways to make one main shape.

students manipulate and find

Finding equivalent fractions.

equivalent fractions, with the



Explain to the teacher how they

various-sized segments.

determined the fractions were



Walk around to assist when needed.

equivalent.



Have each group explain how they



After they find all the matches, they

determined which fractions were

will record the equivalent fractions in

equivalent.

their Math Journal.

Independent Student Practice: Activity Description/Teacher Student Actions Teacher will: Students will: 



Excuse students to return to their



Return to their desks, and have their

desks.

pencils, crayons, colored pencils,

Pass out “My Name in Fractions”

and/or markers ready.

worksheets. 





Write their first name on the top of the

Explain what they will need to do

sheet with multiple colors and patterns

for each section of the worksheet.

of colors of their choosing.

Walk around to observe and answer



any questions students may have.

Establish how many letters are in their name, and what fractions represent the segmenting of their name.



Draw a number line to represent the fractions of their name.



Write the fractions of vowels in their

name, with both the expanded and simplified (equivalent) fractions. 

Write the fractions of consonants in their name, with both the expanded and simplified (equivalent) fractions.



Write the fractions of each color they used, with both the expanded and simplified (equivalent) fractions.

Culminating or Closing Procedure/Activity: Activity Description/Teacher Student Actions Students will: Teacher will: 

Excuse students to retrieve their



Assess their learning of equivalent

laptops to assess their learning with

fractions with Khan Academy. Students

Khan Academy. They will level up

will level up with 70 percent accuracy.

with 70 percent accuracy. https://www.khanacademy.org/mat h/cc-third-grade-math/equivalentfractions-and-comparingfractions#imp-equivalent-fractions 

Walk around to observe students and assist when needed.

Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific

accommodations that help to meet a variety of learning needs.

Gifted and Talented: Students will extend their names for fractioning. They may use first, middle, and/or last names. They will be able to level up as much as they can through Khan Academy. EL: Students will be able to use picture references in their Math Journals, able to read out loud if necessary, and the teacher will do extra assistance as needed. Students with Other Special Needs: Students will receive extra response times, longer partner work if necessary, reference their Math Journals during Khan Academy, use 2 equivalent fractions, rather than multiple, for the Equivalent Fraction Matching game. A student with visual impairment will be able to use a digital Math Journal, to use a larger text that is easier to see.

Assessment Formative The teacher will use whole group discussion, check students’ Math Journals as they are working, and observe students while they are working on fractioning their names to assess their ability to explain equivalence of fractions and compare fractions by reasoning about their size. And to recognize and make simple equivalent fractions. The teacher will use the data to differentiate the instructions for the students’ learning. Summative Given an assessment from Khan Academy, students will be able to compare fractions by reasoning about the size of each fraction and generate a simple equivalent fraction with at least 70 percent accuracy.

D. Fraction Circles will enhance student learning by providing a visual way to manipulate shapes, in order to recognize equivalent fractions. While students manipulate the circles, they

will be able to see how different fractions can be formed with varying sizes. Providing visual context to the lesson will help students understand the concepts of fractions, which can be more difficult to learn early on. E. This lesson plan incorporates conceptual understanding by giving the students multiple mediums to practice explaining and finding equivalent fractions. The teacher and students discuss prior knowledge of fractions to prepare for the new information of equivalent fractions. With the engaging activities in the lesson plan, such as the use of manipulatives (fraction circles), worksheets, and their names in fractions, the students can practice comparing equivalent fractions and model the concepts to retain the information. The lesson plan also incorporates problem-solving by having the students collaborate with partners to find multiple equivalent fractions. This gives the students an engaging activity to discover their methods of finding different equivalent fractions. This lesson covers procedural fluency because it gives the students multiple ways to practice their knowledge. This lesson plan builds on prior knowledge and prepares them for the future of adding and subtracting fractions with different denominators. With the practice, the students can apply proper procedures and strategies to a problem. F. Collaborative learning strategy supports learning outcomes by deepening the students’ learning. Using collaborative learning allows students to take ownership of their learning. It also gives students a chance to make discoveries on their own or with a partner to deepen their understanding.

References

Common Core State Standards Initiative. (2021). Retrieved from http://www.corestandards.org/Math/Content/3/NF/

Education Galaxy. (2019). 3rd Grade - Math - Equivalent Fractions - Topic Overview. Retrieved from https://youtu.be/jWWf1-zqnlM

Khan Academy. (2021). Khan Academy Math: Third Grade Equivalent Fractions and Comparing Fractions. Retrieved from https://www.khanacademy.org/math/cc-third-grademath/equivalent-fractions-and-comparing-fractions#imp-equivalent-fractions

Mathsbot. Virtual Fraction Wall. Retrieved from https://mathsbot.com/manipulatives/fractionWall

Math Learning Center Fractions. Retrieved from https://apps.mathlearningcenter.org/fractions/

Toy Theater. (2001-2021). Virtual Fraction Circles. Retrieved from https://toytheater.com/fraction-circles/

Toy Theater. (2001-2021). Virtual Fraction Strips. Retrieved from https://toytheater.com/fractionstrips/

Utah Core Standards. (2015). Utah Science with Engineering Education (SEEd) Standards. Retrieved from https://schools.utah.gov/file/e5d886e2-19c3-45a5-8364-5bcb48a63097...