Fraction Fun
Grade 3
Ashley Witt
Education 334: MW: 8:00-9:30
Standard:
GRADE 3
II. NUMBER SENSE,
COMPUTATION AND
OPERATIONS
A.
Number
Sense
Represent whole
numbers in various
ways to quantify
information and to
solve real-world
and mathematical
problems.
Understand the
concept of
decimals and
common fractions.
1. Read, write with
numerals, compare
and order whole
numbers to 9,999.
2. Represent up to 4digit whole numbers
in various ways
maintaining
equivalence, such as
3206 = (32 x 100) + 6
or 3206 = 3200 + 6.
3. Know how fractions
are related to the
whole, such as fourfourths equal a whole
or three-fourths equal
three of four equal
parts of a whole.
4. Represent and
write fractions with
pictures, models and
numbers.
Unit Objective: Students will be able to write, recognize, and compare fractions.
Daily Objectives:
Lesson 1: The students will be able to recognize and compare fractions.
Lesson 2: Students will write and order fractions correctly.
Lesson 3: Students will verbalize correct responses to questions about fractions.
Lesson 4: Students will be able to recognize and use fractions in a real life situation.
Lesson 5: Given the formal assessment, the students will answer 80% of the questions correctly.
Class Description:
This is a class of 20 students with two gifted students and one student with Attention
Deficit Hyperactivity Disorder (ADHD).
Lesson 1:
Objective: The students will be able to recognize and compare fractions.
Materials:
 Pencil
 Fraction strips (construction paper, ruler, scissors)
 Fraction book
 Game cards (pencil, scissors, note cards) five sets of cards
 Printing paper
 Popsicle sticks with students’ names
Standard:
GRADE 3
II. NUMBER SENSE,
COMPUTATION AND
OPERATIONS
A.
Number
Sense
Represent whole
numbers in various
ways to quantify
information and to
solve real-world
and mathematical
problems.
Understand the
concept of
decimals and
common fractions.
1. Read, write with
numerals, compare
and order whole
numbers to 9,999.
2. Represent up to 4digit whole numbers
in various ways
maintaining
equivalence, such as
3206 = (32 x 100) + 6
or 3206 = 3200 + 6.
3. Know how fractions
are related to the
whole, such as fourfourths equal a whole
or three-fourths equal
three of four equal
parts of a whole.
4. Represent and
write fractions with
pictures, models and
numbers.
Motivation:
“Good Morning, today we are going to be working with fractions. Can anyone tell me what a
fraction is?” A fraction is part of a whole, or something that is broken into parts. “Can anyone
tell me what the top number of a fraction is called?” Numerator. “What does the numerator
represent?” It tells how many equal parts are being considered. “So, if the top number has a
name, what is the name for the bottom number of the fraction?” The denominator is the term
for the bottom number. “What does it represent?” It tells the number of equal parts in the
whole or equal parts in the set. “Does anyone have any examples of what a fraction might be?”
One-fourth, one-half, two thirds. “What are some everyday uses of fractions?” Pizza, pie,
sandwiches, money, and people.
Procedure:
1. Hand out a white piece of printing paper. “We are going to find some fractions that are
in our name. Please print the first six letters of your name. If your first name is less
than six letters, start writing the beginning of your last name. An example is Amy is only
three letters, so I would start to write the beginning part of my last name. So, on my
paper I would have AMYMCC. Are there any questions? If you have questions go
ahead and raise your hand and I will come and help you.” Give the students time to
write their names on the paper. Make sure that their letters are written correctly.
2. Look around and see what letters the students have in their names to make sure that
everyone will have a fraction involving some type numerator instead of zero. “What are
some letters that you have in common?” I saw some M’s and A’s in common. “We are
going to make your names into fractions, so what number would you use as the
denominator or the bottom number?” Six because that is the total amount of letters we
are using. “So 6 is the denominator, if we were to ask what is the fraction of A’s in your
name, what would be the fraction? Go ahead and write it below your name and hold it
up.” If someone has an A in his or her name, it would be 1/6. The amount of A’s in their
name would be the numerator. “Ask a student how do they know that is the fraction
for the amount of A’s in their name?” I counted the A’s and then put that number on
top of the denominator. “What would happen if you don’t have that letter in your
name? What would be the fraction?” The fraction would be 0/6 because there is none
of that letter in the name. Continue to ask some more letters and make sure that all
students will be able to create different kinds of fractions. In other words, not one
student has 0/6 for all the fractions.
3. “Everyone put the white piece of paper in your desk and make sure to have your pencil
and scissors in front of you.”
4. Hand out one sheet of construction paper to each student. “I will be handing out a
sheet of construction paper to each other you, please do not cut the paper.” The sheets
of construction paper will have the measurements of the fraction strips marked on the
paper ready for the students to cut out each fraction. The whole fraction will be on the
red construction paper, all the half fraction on yellow construction paper, all the thirds
will be on blue paper, all fourths on green paper, all the sixth on purple paper, and all
the eighths will be on orange paper.
5. Have the students cut only one fraction strip from each piece of colored construction
paper. “I am going to hand out a sheet of construction paper that has a certain fraction
on it. Please cut out only ONE strip of each color. When done cutting out the strip, wait
until everyone is done and we will rotate the different colored fraction strip papers
around the class. In other words, we will be passing the paper to the person sitting
behind you and if you are sitting in the back pass it up to the front of the row.”
6. “Go ahead and cut your first fraction strip. Make sure to cut along all lines on the strips.
When finished, put your paper and scissors down on your desk.”
7. Once all the students have all the colored strips, tell them, “Now that you have all the
fraction strips, go ahead and order them from biggest to smallest.”
8. Discuss which color represents which fraction. “Which one is the biggest? How did you
know that?” The red strip is the biggest, because all the other colors have to have more
of them to make it. “Since the red strip is the biggest, let’s mark on it the number 1,
because it is one strip (or one whole strip).” “Which is the second biggest color? How
did you know that?” Yellow is the next biggest color. This is because it takes two pieces
to equal the whole strip. “Since the yellow needs two strips to be as tall as the red,
what is the fraction?” The fraction is one half. “Go ahead and write ½ on each piece of
the yellow strip.” Go ahead and discuss the rest of the fraction strips in the way we
have previously shown. “What is something that you notice about the fractions?” “That
is right the smaller the number on the bottom or in the denominator the larger the
fraction.”
9. Next is the Fraction War game. There are game cards provided at the end of the lesson.
The fractions could be written on one side of a note card. This game is played almost
like the regular card game War. This game is made for two to four players or more
depending on how many cards or decks you use. “We are now going to play Fraction
War card game. Has anyone ever played War with a normal deck of cards?” Yes. “This
game is very similar to that game.” “The game is played by one person dealing out all
the cards, face down, to the players. Each player places his or her cards into a pile in
front of him/her. The game starts when the dealer says, “GO” and each player flips over
the top card. The player that has the largest fraction wins all the cards that were flipped
for that round. If two fractions that are flipped are equal to each other, then everyone
will flip over another card. Whoever wins that round will win the all the cards for both
rounds. The game will continue until all the cards are gone. The player with the most
cards is the winner.” Play the game at least three times before moving on.
10. Break the students up into five groups of four students by picking sticks out of a cup.
Use the cards provided, but print off or make ten decks so there are enough cards for
each group has their own.
11. Next is the Fraction book. This book has the vocabulary that has been introduced in this
lesson, and room for the students to give examples of each of the fractions discussed
about in the lesson as well. “I am handing out a fraction book. Please put your name on
the front cover where it says Name. Then open up the book to the next page.” Read
over the vocabulary and ask the students, “If they have any questions on fractions to
please ask them.” The third page is to write the fraction at the top and by looking at the
circles below. “Look at the circles on page three. It says to write the fraction below on
the line. Write out what the fraction is and cover up your answer.” When everyone has
their paper covered, ask then to “Can everyone hold up their book so I can see what
fraction you think it is?” The answer should be 2/6, or if they reduce, the fraction to 1/3
is an expectable answer as well. “Now, write a sentence or two about how you knew it
was 2/6. When you are finished, put your pencil down and your thumb up.” If someone
has a different answer, go over why they think it and why another student may disagree
with the answer. “How did you come up with your answer?” Student with the incorrect
answer explains. “Did anyone find their answer a different way, or care to explain how
they found their answer?” Have the student with the correct answer explain what they
did and make sure the student with the incorrect answer understands.
12. “Next turn to page four and ask if someone would like to read the first question.” Pick a
student to read the question. “Now, draw a picture that shows one half of a whole,
when finished hold up your book.” Check the answer as they hold it up, if incorrect help
them understand the question or give guidance towards the correct answer. Do the
same procedure for the questions left on page four and for the questions on page five
through 8.
13. Skip pages nine through eleven, and turn to the back page which is the fraction quiz.
“Now turn to the back page of the book. This is a fraction quiz. You will get time to
work on it individually and then after 3 minutes we will work on it together. These are
true and false statements. You will read each statement silently and determine if it is
true or false. If it is a true statement, circle T and continue. If it is false, circle F and
figure out what needs to be changed to make the statement true. If you come across
one you don’t know, skip it and at the end come back to it.” Give the students three
minutes and stop them once time is up. Ask one student to read the first question and
give their answer. “Does everyone agree with the answer? If not, what do you think the
answer should be?” Then make sure that everyone agrees, and if they do not ask what
they think. Continue doing this for all the questions on the fraction quiz.
Closure:
Go around the room and have each student say one thing that they learned. “Good
now everyone put your fraction strips in your book and put your book in your desk and line up
at the door for gym.”
Informal Assessment:
Listen to what they have as the answers; it can give us an idea of the students
understanding of the lesson.
Differentiation:
The decks of cards for Fraction War can have different levels of difficulty for different
levels that students may be at.
Extension Activity: Students can make their own decks of cards to take home and play the
game with their parents, grandparents, or siblings.
References:
Introduction Strategies. (n.d.). Retrieved March 29, 2009, from
www2.mpsaz.org/sousa/staff/tepeterson/math_chapter_1/math_chapter_9/files/ch.9..
2.parts.of.a.set.pdf Fractions. (n.d.). Retrieved March 29, 2009, from
http://www.uen.org/Lessonplan/preview.cgi?LPid=11026
1/1
1/2
1/2
2/2
1/3
1/3
3/3
1/4
1/4
4/4
1/6
1/6
6/6
1/8
1/8
8/8
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http://www.uen.org/Lessonplan/preview.cgi?LPid=11026
http://www.uen.org/Lessonplan/preview.cgi?LPid=11026
Lesson 2:
Objective: Students will write and sort fractions correctly.
Materials:


Chalkboard
Chalk
Standard:
GRADE 3
II. NUMBER SENSE,
COMPUTATION AND
OPERATIONS
A.
Number
Sense
Represent whole
numbers in various
ways to quantify
information and to
solve real-world
and mathematical
problems.
Understand the
concept of
decimals and
common fractions.
1. Read, write with
numerals, compare
and order whole
numbers to 9,999.
2. Represent up to 4digit whole numbers
in various ways
maintaining
equivalence, such as
3206 = (32 x 100) + 6
or 3206 = 3200 + 6.
3. Know how fractions
are related to the
whole, such as fourfourths equal a whole
or three-fourths equal
three of four equal
parts of a whole.
4. Represent and
write fractions with
pictures, models and
numbers.
Motivation:
“Good Morning third graders, today we are going to use everything that we learned
yesterday about fractions and writing fractions.”
Procedure:
1. “We are going to play a game called math fact race. I will split the class down the
middle to make two teams.”
2. “We are going to use all the fractions that we wrote on your fraction strips
yesterday. For example, the first number that you may choose to write on the board
3.
4.
5.
6.
7.
8.
would be 1/1. Then how many 1/2s would I have to write on the board? Right, I
would need to write it two times because two ½’s equals one. After I explain the
rules and divide up the teams I will give you a minute to decide the order of your
team members and to decide your strategy.”
“Ok, so how this game works is the first person will come up to the board and write
down one of the fractions we went over yesterday. Try to keep them in order from
largest to smallest as best you can. If you want, you can even draw your fraction
strips on the board as you go. As soon as that person sits down, and they need to be
in their chair, then the next person can come up and write the next fraction on the
board. If you think someone made a mistake and wrote a fraction that we didn’t go
over then the next person can use their turn to correct the mistake.”
“Once your team thinks that they have all of the fractions that they need written on
the board, your whole team has to be in their chairs with one hand in the air. I will
tell the other team to stop where they are and I will check their answers to make
sure that team has all the fractions they need.”
“Make sure you help your teammates out if they need help and talk to them politely.
Does anyone have any questions?”
“Ok, ready, set, go!”
Allow both teams to finish. Then discuss what methods they used and how they
remembered which fractions were larger.
At the end of each set of fractions, write the equivalents to one such as 2/2, 3/3, 4/4
and so on. “Yesterday while we were playing fraction war we talked about when we
have the same number in the numerator and the same number in the denominator
the fraction will always equal one.”
Closure:
“What are some things that you learned today while playing this game?” “Good I am
glad that you all had fun and learned more about fractions, you can quietly line up at the door
for gym.”
Informal Assessment:
Listen to how students decide what fractions to write and watch as they write fractions
to make sure they are doing it correctly.
Modifications:
The student with ADHD could be allowed to sit on a bouncy ball so they can release
some of their energy and excitement during the game.
References:
Two Math Games -- Math-And-Reading-Help-For-Kids.org . (n.d.). Retrieved April 14, 2009, from
http://math-and-reading-help-for-kids.org/articles/Two_Math_Games.html
Lesson 3:
Objective: Students will verbalize correct responses to questions about fractions.
Materials:



20 cards with fraction questions (one for each student)
Class list
pencil
Standard:
GRADE 3
II. NUMBER SENSE,
COMPUTATION AND
OPERATIONS
A.
Number
Sense
Represent whole
numbers in various
ways to quantify
information and to
solve real-world
and mathematical
problems.
Understand the
concept of
decimals and
common fractions.
1. Read, write with
numerals, compare
and order whole
numbers to 9,999.
2. Represent up to 4digit whole numbers
in various ways
maintaining
equivalence, such as
3206 = (32 x 100) + 6
or 3206 = 3200 + 6.
3. Know how fractions
are related to the
whole, such as fourfourths equal a whole
or three-fourths equal
three of four equal
parts of a whole.
4. Represent and
write fractions with
pictures, models and
numbers.
Motivation:
“Good morning, we are going to continue talking and learning about fractions today. We
are going to play a game that goes over everything that we have learned so far. Each of you will
get a note card with a question and the answer on it and a class list. You will ask your question
to everyone in the class one at a time. Someone will ask you their question and you can answer
it and then you can ask that person your question. After you have answered their question,
have them sign your list to say you answered their question. Also, make sure you mark a yes if
you got the question right or a no if you got the question wrong. Then you will find someone
else that you have not asked your question to yet. This is where your class list will be helpful.
At the end, we will go over some of the questions that were hard. Does anyone have any
questions before we start?”
Procedure:
1. Pass out a question card and class list to each of the students. “Take a minute to read
your question and answer to yourself. If you are not sure how to say a word or if you
don’t understand something raise your hand and I will come around and help you.”
2. “Ok, if there are no more questions I will give you about 15 minutes to go around and
ask everyone your question. Don’t forget to mark down which questions you get right
and which you get wrong and have the person sign your paper.”
3. While students are answering each other’s questions walk around, help with questions,
and make sure that everyone understands what they are supposed to be doing and are
actually answering the questions and not just signing the piece of paper.
4. “Once you have answered everyone’s questions you can sit down at your desk and
count up how many questions you got wrong. Put a star next to the questions to those
questions. Please wait patiently and quietly until everyone is finished.”
5. “Has everyone answered all the questions?” “What was one question that someone got
wrong?” Ask that student to read their question to class and discuss what the answer is
and why. Go over any other questions that the students have.
Closure:
“Raise your hand and tell me one thing that you learned during this activity.”
“Those are all great answers, you can put your cards on my desk as you line up to go to gym.”
Informal Assessment:
Pay attention to which types of questions the students say are hard.
Modifications:
The student with ADHD may only need to answer half of the students’ questions.
References:
Original- Ashley Witt
Q: What is the number on the bottom of the
fraction called?
Q: What is the number on the top of the
fraction called?
A: Denominator
A: Numerator
Q: What does denominator mean?
Q: What does numerator mean?
A: The number of equal parts in a whole
A: How many equal parts are being
considered.
Q: What fraction is larger 1/3 or 1/8?
Q: What fraction is larger 1/2 or 1/6?
A: 1/3
A: 1/2
Q: What fraction is larger 2/2 or 6/6?
Q: How would you write 1/4?
A: They are the same
A: one over four
Q: How would you write 2/8?
Q: Which two fractions are equal out of 3/3,
1/4, and 1/1?
A: Two over eight
A: 3/3 and 1/1
Q: How do you tell which fraction is larger?
A: The smaller the number on the bottom the
larger the fraction
Q: What fraction is smaller 1/8 or 1/3?
Q: How many total pieces are in 3/3?
A:1/3
A:3
Q: Which fraction is smaller 1/4 or 1/2?
Q: How many total pieces are in 2/8?
A: 1/4
A: 8
Q: Explain how you would draw 2/6
Q: What is a fraction?
A: 6 objects with 2 pieces colored in or a
shape divided into 6 part with 2 shaded in.
A: A part of a whole or a part of a set.
Q: Explain how you would draw 2/2
Q: What fraction would you have if there
were 3 circles and 1 was shaded in?
A: 2 objects that are both shaded in or an
object divided into 2 with both pieces shaded.
Q: How many pieces would be shaded in for
4/8?
A: 4
A: 1/3
Q: How would you write 4/6?
A: 4 over 6
Lesson 4:
Objective: Students will be able to recognize and use fractions in a real life situation.
Materials:
 Recipe for each group
 Fraction strips
 Fraction towers
 Bowl for each group
 Paper
 Pencil
 Popsicle sticks with the student’s names
Standard:
GRADE
3
II. NUMBER
SENSE,
COMPUTATION
AND OPERATIONS
A.
Number
Sense
Represent whole
numbers in various
ways to quantify
information and to
solve real-world
and mathematical
problems.
Understand the
concept of
decimals and
common fractions.
1. Read, write with
numerals, compare
and order whole
numbers to 9,999.
2. Represent up to 4digit whole numbers
in various ways
maintaining
equivalence, such as
3206 = (32 x 100) + 6
or 3206 = 3200 + 6.
3. Know how fractions
are related to the
whole, such as fourfourths equal a whole
or three-fourths equal
three of four equal
parts of a whole.
4. Represent and
write fractions with
pictures, models and
numbers.
Motivation:
“Third graders, there are many ways that we use fractions in everyday life. Can anyone
think of any examples?” “Good, those are all great ideas. Today, we are going to bake, baking
uses fractions as a way to measure the ingredients. I want everyone to line up in order of your
birthday by month without saying anything. January birthdays starting on the left side of the
classroom and ending with December on the right.” Once the class is lined up have them count
off by fives, so you will end up with five groups. Have the groups sit together and discuss with
recipe they want to use. “I have five different recipes to choose from, they are written up on
the board. I will pick a stick and that person will chose what recipe their group wants.
Procedure:
1. “One person from each group come up to the front of the class and get a bowl and your
recipe. Everyone look over your recipes, what is something that you notice?” That’s
right; all of the measurements are fractions.”
2. “Everyone get out your fraction cubes, you may have to share to have enough for the
whole recipe. Use them to measure out your ingredients.”
3. “As you put your ingredients in the bowl write down what color cubes you used and
how many. Write down one other way that you could have made that amount. You will
turn in one piece of paper for each group.”
4. “After you get through your whole recipe line up your fraction cubes and see what
ingredients you used the most of. Talk with your group about how much more you
would need to make each ingredient equal to one.”
5. “What were ingredients did you find that you needed the most of? How much did you
need?”
Closure:
“What are some things that you learned today?”
“Good job everyone, tomorrow we will review everything that we have learned this week. You
can put away your fraction towers, bring your bowls and recipes, and line up at the door for
gym.”
Modifications:
Provide the gifted students with a recipe with more ingredients.
Extension Activity:
Have students take the recipe home and ask a guardian to make the same recipe or a
recipe of choice with them.
Informal Assessment:
As students are measuring out their ingredients walk around the classroom and listen to
what they are using and if they are able to come up with other ways to make the fractions.
References:
Original- Ashley Witt
Lesson 5:
Objective: Given the formal assessment, the student will answer 80% of the questions
correctly.
Materials:
 Paper
 Pencils
 Game board and pieces
 Bowl
 Recipes
 Fraction towers
 Glue
 Scissors
 Magazines
Standard:
GRADE
3
II. NUMBER
SENSE,
COMPUTATION
AND OPERATIONS
A.
Number
Sense
Represent whole
numbers in various
ways to quantify
information and to
solve real-world
and mathematical
problems.
Understand the
concept of
decimals and
common fractions.
1. Read, write with
numerals, compare
and order whole
numbers to 9,999.
2. Represent up to 4digit whole numbers
in various ways
maintaining
equivalence, such as
3206 = (32 x 100) + 6
or 3206 = 3200 + 6.
3. Know how fractions
are related to the
whole, such as fourfourths equal a whole
or three-fourths equal
three of four equal
parts of a whole.
4. Represent and
write fractions with
pictures, models and
numbers.
Motivation:
“Good morning, today we are going to work in groups at different station. I will call you
back one at time to ask you some questions. There are going to be four stations with five
people at a station. We are going to count off 1 to 4.” Once the groups have counted off tell
them what is at each station.
Procedure:
1. “The first station is fraction war. We played this game on Monday; can anyone
remember how we play this game and tell the class?” For actual directions, refer to
lesson one.
2. “The next station has three different recipes; you can choose which one you want to
use. There are fraction towers for you to use to measure out your ingredients. There is
also is paper so you can write down other ways that you can make the fractions for each
ingredient.”
3. “There is a game board at the third station. Each player roles the dice, the person with
the highest roll goes first. The first player rolls the dice and moves their marker that
number of spaces. Then they draw a card and the person to the left reads the question
to them. If the question is answered incorrectly, the player must go back two spaces.
The first player to the finish space wins.” Use the cards from lesson three.
4. “At the last station I have some paper, pencil, scissors, glue, and magazines. You have
two choices of what you can do at that station. You can take a piece of paper and walk
quietly around the room. When you find a fraction write and draw pictures of fraction
that you see. The other choice is to look through the magazines and find pictures of
fractions in magazines or you can create your own fractions with pictures that you find.”
5. “Ok, are there any questions about any of the stations?” “All of the ones can go to the
fraction war station, twos to the recipe station, threes to the board game and fours to
the last station.”
6. For the formal assessment start calling students back one by one to answer question
after they are settled into their stations.
7. Print out a formal assessment sheet for each of your students. As you ask them the
questions record the answers that they give you.
Closure:
“What did everyone think of today’s activities? What were your favorite parts? What did you
think of the questions on a scale of one to five, one being easy and five being really hard?”
“Thank you for your answers and working well at the stations, you can line up at the door for
gym.”
Differentiation:
The different stations will provide activities that teach to different learning styles.
References:
Introduction Strategies. (n.d.). Retrieved March 29, 2009, from
www2.mpsaz.org/sousa/staff/tepeterson/math_chapter_1/math_chapter_9/files/ch.9..
2.parts.of.a.set.pdf Fractions. (n.d.). Retrieved March 29, 2009, from
http://www.uen.org/Lessonplan/preview.cgi?LPid=11026
Formal Assessment
1. What is a fraction?
2. What is the top number of the fraction called that shows the number of pieces being
considered?
3. Give me an example of one fraction that is larger than the other.
4. What is the bottom number of a fraction called the show the number of equal parts in a
whole?
5. How would you write 2/6ths?