Fractions Museums (3 week unit)

April 11, 2018

Grade 3 Math
1 hour

BIG IDEAS/TAKE-HOME MESSAGE

“An understanding of fractions as real numbers with value and magnitude is fundamental to
understanding the nature of fractions as well as how to perform fraction operations”
● Students will define fractions as equal parts of a whole
● Students will label unit fractional parts of wholes.
● Students will learn to divide whole objects into equal parts and to identify those parts as
fractions. Students will also learn how to numerically represent fractions, as well as
understand and distinguish numerators and denominators.

Students will transfer what they know about fractions and apply that knowledge to a variety of
materials. Having students visit each other’s museums. It stretches their thinking in considering
examples they may have not considered. Manipulatives allow students to make meaning of
mathematical ideas, give teachers a revealing opportunity for assessment and provide a fun,
hands-on experience. In this lesson, students will review what they already know about
fractions, considering the gap between lessons. Students will further explore fraction
relationships through the use of various manipulatives. Students will discover that fractions may
be used to identify a part of a group.

CURRICULAR OUTCOMES

Program of Studies
Number
Demonstrate an understanding of fractions by:
● Explaining that a fraction represents a part of a whole
● Describing situations in which fractions are used
● Comparing fractions of the same whole that have like denominators
 DIFFERENTIATION

● Students who require more of a challenge will be provided with additional

colours/problem solving activities for their fraction museum (Coulder)
● Teacher will be walking around the class to assist students who have questions and/or
appear to be struggling.
● Arrangements will be made for students who require more time.
● Instructions will be communicated both visually and verbally.
● Examples will be provided to reinforce student understanding.
● Students will have opportunity to work collaboratively with groups/partners to enhance
learning experience.
● Partners will be arranged according to student learning needs.
● Instructions will be provided both verbally and visually, as well as providing students to
represent their abstract, concrete and pictorially.
● Manipulatives will be available for students
● Students can represent their work in various ways

ASSESSMENT

● By the end of this lesson, students should feel more comfortable with identifying
fractions of a group/set/collections.
● Circulate as students work in pairs determining different fractions. Ask questions of the
students to determine their level of understanding.
● Formatively assess students during gallery walk - keep record of students who appear to
be struggling/require more challenging material.

RESOURCES/MATERIALS

MRU
● Uncomplicating Fractions to Meet Common Core Standards in Math, K-7 - Marian Small
● Math Focus 3: Teacher’s Resource Chapter 7: Fractions
● Understanding Fractions Across the Grades - Ruth E. Parker
● Cognition-Based Assessment and Teaching - Michael T. Battista
Evergreen
● JumpMath 3.2: Assessment and Practice
● Math Makes Sense - Pearson
Manipulatives, Smartboard, whiteboard, dry erase markers, chart paper, anchor chart

LESSON
Intro/Hook

TIME TEACHER ACTIVITIES LEARNER ACTIVITIES

3 Introduction Students will be actively

minutes Write questions on the board - pull from a stick listening, participating in
1. Showing a fraction of a whole class discussion.
2. Reading a fraction of a whole
3. Showing a fraction of a group
4. Reading a fraction of a group
*3 groups of 4 - connection to multiplication, division,
fact families

3 Students will volunteer to

minutes Volunteers - Groups come up to the front.
Students who are quiet
Call several volunteers up to the front of the group. with their hands up will be
Explain to the students that the group of volunteers chosen. Praise favourable
together is the whole. Count each student and label the behaviour.
total as the denominator. Each person in the group is a
part. Model finding and writing the different types of
fractions that can be found in the set. For example, the
fraction of boys, the fraction of girls, fraction of
students wearing glasses, etc.

15 Students will be quietly

minutes Pre-Assessment - Independent Work working at their desks,
completing the
Students will quietly complete the series of questions worksheets.
and hand in when they are done for grading

Development

TIME TEACHER ACTIVITIES LEARNER ACTIVITIES

10 Fraction Museums Students will be actively

minutes Activity Using Manipulatives - Connect to Museum listening to instruction.
Students will use manipulatives provided to represent a
fraction of a whole, and a fraction of a set. Beside their Students will make
fraction, they will write the fraction they are showing. connections to gallery
They will also create a mystery exhibit. walk and museum

At museums, they have exhibits about something and

then have signs that tell you about it.

3 exhibits each - 1 will be a ?

10 Gallery Walk Students will be walking

minutes Students will be assigned partners and will visit around the room, look at
each other's exhibit. other students work.

If there is time, students will quietly walk around the

classroom and observe other fractions. Students will
record answers on a piece of paper.
Take pictures with names beside used as a formative
assessment tool.

Closure

TIME TEACHER ACTIVITIES LEARNER ACTIVITIES

2 Students will be actively

minutes Closing listening, reflecting on
their activity.
Gather students together to discuss the activity.

What did you notice?

Look over misconceptions as a class - show on IPAD

2 Tidy Up and Transition to next class Students will quickly and

minutes quietly clean up their
workspace and line up at
the door for next class

TEACHER SELF-ASSESSMENT/REFLECTION
Use the following questions to guide your reflection:
● What worked well in the lesson? What didn’t go as planned? Why?
● Did I have to modify the lesson “on the fly”? How? Did this contribute to increased
student learning? How?
● In the future, in what ways could I modify this lesson to increase student learning?
● How does this inform the next lesson?

Student synthesis of learning:

● Were the students asked to contribute to the assessment process? How?
● Can the students articulate the connection between their learning to other subjects and
to life beyond the classroom? (Family, community, etc.) In what ways have I or will I
extend the learning beyond the classroom?
● Are students feeling confident that they can build on this learning? Are they setting goals
and higher expectations for themselves? How do you know?