Simplifying Fractions
By Danielle Neill
Lesson: Simplifying Fractions
Length: 20 minutes
Age or Grade Level Intended:3rd grade
Academic Standard(s):
3.1.8 Show equivalent fractions using equal parts. (Core Standard)
Performance Objective(s): Given 25 complex fractions, the 3rd grade students will make
the fraction smaller/ in simplest form with an accuracy of 22 out of 25 correct.
Assessment: worksheet from http://www.superkids.com/aweb/tools/math/
Date ___________________
Name _____________________________
SuperKids Math Worksheet
Reducing Fractions
with denominators of 50 or less
24
35
=
44
6
=
49
16
48
=
18
=
25
42
=
=
34
20
=
14
18
=
30
45
7
=
24
30
=
48
6
=
35
27
25
=
=
20
=
=
50
32
48
50
50
35
10
2
35
3
=
45
=
50
=
24
=
49
=
39
14
34
=
40
=
21
30
=
48
10
=
50
=
40
Key #24514
45
Date ___________________
SuperKids Math Worksheet - Answers
Reducing Fractions
with denominators of 50 or less
24
6
35
5
6
44
11
49
7
16
1
6
3
24
3
18
=
30
35
48
8
1
7
4
14
32
7
10
=
30
45
9
34
17
1
20
4
18
2
2
25
5
27
9
42
7
25
1
20
=
=
=
5
7
=
=
=
50
35
=
=
48
1
16
48
1
2
=
=
=
=
=
=
8
50
1
35
=
15
3
2
=
2
50
5
3
=
5
1
=
45
9
50
5
24
12
49
7
39
13
14
2
34
17
40
4
30
3
10
2
3
48
24
50
5
40
4
45
=
21
=
=
=
=
9
Make your own SuperKids Math Worksheets
at: http://www.superkids.com/aweb/tools/math/
Copyright © 1998 Knowledge Share LLC. May be photocopied for personal or school
use only.
Advance Preparation by Teacher: The teacher will need to create a worksheet in order
to evaluate whether the student learned the material. Gather materials, like candy and
blocks that will be used during the lesson.
Procedure:
Introduction/Motivation: Start off by finding out what the students know about
fractions. Also find out what the students can do. In order to find out talk about the
definition and what a fraction actually is. A fraction is a part of a whole item. For
example, when someone eats a fraction of the pizza they are eating a part of it.
Step-by-Step Plan: Remember to add the identification with Gardner’s
intelligences. (i.e. Gardner: Musical/Rhythmic)
1.) Talk to the students about fractions. (Linguistic intelligence)
2.) Ask the students if they know what simplifying means. If they do not know
what simplifying means, explain it.
3.) Start off by showing the students how fractions work by using the blocks.
Give examples of fractions that equal the same and can be simplified to the
same thing. (Bodily-Kinesthetic Intelligence)
a. For example, 12/24 can be simplified to ½.
4.) Ask students to give you some examples.
5.) Explain how fractions work. Also, explain that in order to simplify fractions
you must divide the fraction by the same number for both the numerator and
the denominator. (Logical/ Mathematical intelligence)
6.) Make sure that the students understand how you have to divide the numerator
and denominator.
7.) Do some examples problems.
8.) Next, if you have time or if you want to get a bag of skittles you could do an
activity with the skittles. You could separate the skittles into colors. Then by
using colors as a whole you could explain how one fraction can equal the
same as another fraction.
9.) Make sure that the students understand how to simplify fractions.
10.) Finally, hand out a worksheet to the students and have them work on it.
11.) Grade the worksheet and figure out if the goal was accomplished by your
worksheet.
Closure: Ask the students what they learned about fractions. Also, grade the
worksheet and talk with the students through the worksheet.
Adaptations/Enrichment:
Student with Learning disability in reading comprehension: The students with
learning disabilities in reading comprehension would really not be affected too
much when it comes to fractions. The students with a learning disability in math
comprehension would probably have a problem. However, in fractions reading
comprehension would not affect whether a student could simplify a fraction or
not.
Student with ADHD: Allow them to get more familiar with the blocks. Allow
them more time to complete the worksheet if needed. Allow them to ask questions
while working on their worksheet.
Student with Gifts and Talents in Creativity: Allow the students to create a
block 3-D model. Also, allow the students to explore a little. Let the student see
what they can come up with.
Self-Reflection:
Write out the questions that you will use to evaluate yourself.
What did the students seem to enjoy about the lesson?
Was a worksheet the best way to evaluate the students’ performance?
What did the students not like about the lesson?
Did your lesson accomplish what you wanted it to accomplish?
How can I improve this lesson next time I teach it?
Manchester College
Lesson plans- EDUC 230
Name: Danielle Neill_________________
Teacher: Dr. Korrine Gust
Date : ___________________
Title of Work: ___Reducing fractions
1
MC Lesson Plan Format
with explicitly stated
Academic Standards.
C1- Plans informative,
developmentally
appropriate lessons
and/or units
INTASC 2, 3, 4, 7
Lesson Plan Objectives
C1- Plans informative,
developmentally
appropriate lessons
and/or units
INTASC 2, 3, 4, 7
Assessment
A1- Develops
appropriate tools to
assess learning
INTASC 4, 8
Procedures are
Criteria
2
Points
3
Lesson plan
Lesson does not
Lesson does not
follows most of
follow MC format
follow MC format or
the MC format
but does state
state academic
and explicitly
academic
standards.
states academic
standards.
standards.
Objectives are
Objectives are
included, but are
included, relate to
not correctly
Objectives are not
stated academic
written or do not
included.
standard(s), but
relate to the stated
are not written
academic
correctly.
standard(s).
Planned
assessment
Planned
matches learning
No assessment is
assessment does
objectives, but is
planned.
not match learning
not a part of the
objectives.
procedures for
the lesson.
Procedures are unclear Procedures are
Procedures are
4
Lesson plan
follows MC
format correctly
and explicitly
states academic
standards.
__4__
Objectives are
well written, and
correlate well to
stated academic
standard(s).
__4__
Planned
assessment
matches learning
objectives and is
embedded in the
procedures for
the lesson.
Procedures can
4
__3_
thoroughly written,
including Gardner's MI
and Bloom's Taxonomy
questions.
and do not include
Gardner or Bloom
references.
mostly clear and
attempts to include
Gardner and
Bloom references.
C6- Uses effective
questioning strategies
INTASC 4, 5, 7
clear and
references to
Gardner and
Bloom are
attempted.
be easily
replicated by
others including
Bloom's
questions and the
use of Gardner's
MI.
Adaptations/Modifications
and Enrichment
Opportunities
Lesson
E1- Differentiates
Lesson includes
Lesson does not
Lesson includes
thoroughly
more than one
learning opportunities
include reasonable
one reasonable
details reasonable
reasonable
that respond to
adaptations,
adaptation and/or
adaptations,
adaptation and/or
modifications and/or modification and
modifications,
individual learning
modifications and
enrichment
an enrichment
and enrichment
styles and learning
an enrichment
opportunity.
opportunity.
opportunities that
challenges INTASC 2,
opportunity.
are exemplary.
3, 4, 5
3_
Grammar and Spelling
R5- Models
appropriate written
communication skills
INTASC 6
5 or more errors in
grammar and/or
spelling are present.
3-4 errors in
grammar and/or
spelling are
present.
1-2 errors in
No errors in
grammar and/or grammar and/or
spelling are
spelling are
present.
present.
__4__
Total----> 22/24____
Teacher Comments:.