Third Grade

Sample Lesson Plan on Fractions

1.Educational Standards and Objectives:

  1. CCSS.MATH.CONTENT.3.NF.A.1 – Develop understanding of fractions as numbers.
  2. Students will be able to understand fractions are parts of a whole.

2.Anticipatory Set:

  1. Introduction: “Today were going to learn about fractions and how we deal with fractions every time we have pizza!” I would then show the class the worksheet we’ll be using which has a big (blank) pizza on it divided into eighths.
  2. Connection to previous learning/knowledge: The lesson will begin with asking students what they might already know about fractions and briefly going over what a fraction is. Then I will ask when they order pizza with their family, how many pieces usually make up a pizza pie?
  3. Hook to grab the students’ attention: Students will sit on the carpet and I will show them a pizza box and inside I drew what a pizza divided into eighths look like.

3.Instructional Resources and Materials:

  1. Pizza box
  2. Markers
  3. Anchor chart
  4. Pizza worksheets
  5. Crayons

4.Procedures/Strategies/Methodology:

  1. Input: Teach students some key things like parts of a whole and whole
  2. Draw examples on anchor chart so we can refer to it during the lesson
  3. Write the definitions of key words (fraction, whole, part, half)
  4. Modeling: I would hold up the pizza box with the drawing inside and then ask the eight students to stand up. Of those eight students I would ask them to raise their hand if they like pepperoni. For example if half the students raise their handI would say to the class that we would need to order a pizza pie with half pepperoni. I would model for them what half would look like.
  5. Checking for understanding: I would then check for understanding by asking the eight students standing who likes olives. For example if one student likes olives but not pepperoni, how much of the pie would have olives? I would have a student come up and draw olives on the pizza box where the olives would go (1/8 of the pie without pepperoni would have olives).

5.Guided Practice:

  1. See worksheet on page 3.
  2. Students will demonstrate what they know/learned by completing the worksheet that asks the students to add sauce to the WHOLE pizza, add pepperoni to HALF (4/8), add mushrooms to 1/8 of the pizza, add olives to 2/8 of the pizza and add bell peppers to 1/8 of the pizza.
  3. Students will use crayons to color in their pizza pie.

6.Closure and Extension:

  1. I will ask the students to share with a partner and see if their pizza pies look alike.
  2. I will then ask recap questions like
  3. “Who can write on the anchor chart an example of a whole fraction?”
  4. “How many slices of pizza on your worksheet have sauce and bell peppers together?”
  5. “Does anyone have any questions about fractions?”

7.Independent Practice:

  1. For homework, students will be asked to make their own pizza pie worksheet and color in what they and their family usually order.
  2. Students will also be asked to write out fractions for each topping on the slices.

8.Assessment:

  1. Students will be formally assessed based on their ability to complete the worksheet they did in class.
  2. Students will also have a quiz at the end of the week after going over fractions each day that week.