Early Childhood Education Program Primary Lesson Plan

Name:Alicia Allyn Bobcheck

Date:2 May 2011

Grade:3rd Grade / 8-9 year olds

Unit Title: Equivalent FractionsLesson Title: Extended Response - Equivalent FractionsSubject Area(s):Math

Materials or Technology Needed:Pencils and graph paper, possibly manipulatives

Activity/Material Preparation Needed:Time required:25-35 MinutesFormat/Grouping:Individual and whole groupPurpose:-To express their understanding of how fractions are equivalent

Objectives:-To explain a strategy for solving problems-To demonstrate a basic knowledge of fractions-To demonstrate an understanding of equivalent fractions

Standard(s):-CC.3.OA.1-CC.3.NF.3

Key Vocabulary:Numerator, denominator, whole, part, equivalent

Anticipatory Set/Connection to Prior Knowledge:The students will briefly review the key vocabulary and basic concepts of fractions. They will be asked what the top and bottom number represents and what equivalent means. They will also be asked if they have any questions or if something needs to be ex-plained or clarified before the activity begins. The teacher may also briefly model or explain how to write an extended response if necessary.

Activity:The students will be provided with three problems on the board related to equivalent fractions varying in their degrees of diffi-culty. The students will be asked to choose one of the problems, solve it then use pictures and words (in whatever combination best allows them to express their understanding) to describe how they solved it. They are only required to make it clear the steps which they used and to describe why they chose those steps. The students will be given the option of using manipula-tives such as counters, blocks, or fraction bars to help them fig-ure out the problem.

Differentiation/Extensions:The option of solving one of three problems of varying degrees of difficulty allows the students the choice to work within their comfort zone.

The opportunity to represent their learning through drawings or other graphic organizers instead of through writing lets those students who don’t possess the necessary writing skill to ex-plain their process.

The activity is open-ended enough that it allows all of the stu-dents to extend to their level.

Closure:The students will be asked to share some of their strategies for solving the problems. The teacher will then model some of the strategies for the classroom.

Assessment:The extended response will be used to determine whether the students not only understand the concept of equivalent fractions but also whether they can clearly and logically explain their methods.