Hawkins Lesson Plan Three Breaking Down A Tornado Into Parts

An Aggie does not lie, cheat or steal, or tolerate those who do.
On my honor, as an Aggie, I have

neither given nor received unauthorized aid on this academic work.
Julie Hawkins
EDCI – 354 – 502
April 8, 2019
Lesson Plan Three
Name of Lesson Plan: Breaking Down A Tornado Into Parts

Subject and Grade level: Math, 3rd Grade
Objective(s):
The student will place fractions on a number line with all of them being placed in
the correct place.
The student will write fractions on a worksheet with the correct numerator and
denominator on all of the problems.
The student will compare fractions on a worksheet while using the correct symbol
in 7 out of 8 problems.
TEKS:
§111.5. Mathematics, Grade 3. (b) Knowledge and skills. (3) Number and
operations. The student applies mathematical process standards to represent and
explain fractional units. The student is expected to: (A) represent fractions greater
than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using
concrete objects and pictorial models, including strip diagrams and number lines;
(B) determine the corresponding fraction greater than zero and less than or equal to
one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line;
(C) explain that the unit fraction 1/b represents the quantity formed by one part of
a whole that has been partitioned into b equal parts where b is a non-zero whole
number; (D) compose and decompose a fraction a/b with a numerator greater than
zero and less than or equal to b as a sum of parts 1/b; (E) solve problems involving
partitioning an object or a set of objects among two or more recipients using
pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8; (F)
represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety
of objects and pictorial models, including number lines; (G) explain that two
fractions are equivalent if and only if they are both represented by the same point
on the number line or represent the same portion of a same size whole for an area
model; and (H) compare two fractions having the same numerator or denominator
in problems by reasoning about their sizes and justifying the conclusion using
symbols, words, objects, and pictorial models.
Materials:
• Pen • Projector • Pencils • 6 Sets of
• Computer • Charts • Worksheets Fraction
• Smartboard • Markers • Number Blocks
Line
An Aggie does not lie, cheat or steal, or tolerate those who do. On my honor, as an Aggie, I have
Preparation:
Be sure to deliver clear expectations for students during each activity and
transition.
Students will come in the classroom and sit down on the rug in front of the
smartboard/projector. Students will be sitting on their designated spot and not
invading any other student’s personal space. If students are misbehaving, the
teacher will deliver consequences as necessary. CHAMPS: Level 0 during
instruction, Raise your hand, Breaking Down a Tornado Into Parts, Sitting on
your pockets, Actively listening to the presentation and providing insightful
discussion when asked.
The teacher will have the projector turned on with the motivational video
(https://www.youtube.com/watch?v=p33BYf1NDAE) on the screen.
When transitioning from whole group instruction to group work, students will
move from the rug to their desks. Students will sit in their assigned seats, with
five students per table group. Students will then work with their group to
complete the station as directed. CHAMPS: Level 2, Raise your hand, Breaking
Down a Tornado Into Parts, Sitting or standing in your desk space, Following the
directions on your worksheet and having thoughtful discussions with your group
members.
Teaching Procedure:
1. Motivation/Anticipatory Set:
Students will be sitting down on the rug in front of the smartboard/projector. Students
will be sitting on their designated spot and not invading any other student’s personal
space. Give the students their expectations: CHAMPS: Level 0 during instruction,
Raise your hand, Breaking Down a Tornado Into Parts, Sitting on your pockets,
Actively listening to the presentation and providing insightful discussion when asked.
“As you all know, this week we have focused on natural disasters and how they affect
communities. Today we have been talking about tornadoes and how important they
are to understand for your real life. We have also been talking about an idea in math
that you can use every day. Can someone remind me what we have learned about?”
*Let students answer: Fractions, Numerators, Denominators, Comparing*
“Great! We have already discussed fractions a lot this week. We went really quickly
through fractions, so today we are going to review everything we learned earlier in
the week and make sure you understand fractions. First we are going to watch a video
to remind us a bit about fractions.”
Play the fraction video and go to https://www.youtube.com/watch?v=p33BYf1NDAE
After the video is finished, ask the students to discuss with their peers for a minute or
two about something they learned in the video. Let one or two students share with the
whole group.
If students are struggling to discuss the video, give them some prompting questions
such as: “What is a numerator and what does it represent?” “What is a denominator
and what does it represent?” “What do you already know about fractions?” “Is there
something new you learned about fractions in the video?” “In which ways can a
fraction be represented?”
Bring the group’s attention back to the presentation.
“Today we are going to review everything you know about fractions. We will work
on writing fractions, representing fractions, putting them on a number line, and finally
comparing them.”
2. Prior Learning:
Students must know what a fraction is.
Students must know the parts of a fraction.
Students must know what a fraction represents.
Students must be able to write a fraction.
Students must have an understanding that a fraction lies between 0 and 1 on a number
line.
Students must know numerators and denominators.
Students must know the meaning of greater than, less than, and equal to.
Students must know the meaning of comparison symbols.
3. Statement of Objective:
“I will be able to place fractions on a number line in the correct place.”
“I will be able to write fractions with the correct numerator and denominator.”
“I will be able to compare fractions while using the correct symbol.”
4. Purpose/Rationale:
“Fractions play a big role in our lives! You have to know fractions as you get older
and learn more math, but you must also know them even when sharing with friends.
If you are ever trying to evenly spilt something up, you are using fractions. Money is
even a form of fractions when you are discussing cents. If you and your friend both
share a chocolate bar, knowing how much each of you get comes down to fractions.
Fractions will allow you to divide things into equal parts in your real life!”
Fractions are a concept that will be encountered both in further math instruction as
well as real life. Fractions are something that must be understood when dealing with
money. Not only is money a representation of fractions, but anytime something is
split into parts, fractions are being used. Having an understanding of fractions will
help students to understand if things are equal when encountering them in the real
world.
5. Instructional steps
Present New Information
Students should already be seated on the rug, facing the smartboard. Have the
three anchor charts sitting in front of the smartboard.
“We are going to review the anchor charts about fractions. We will go through the
information you need to understand about fractions, and I will show you how to
create fractions. Then we will work as a group to compare fractions on a number
line. Finally, you will complete a worksheet on fractions on your own.”
What is a Fraction?
“Can anyone tell me what a fraction is?”
*Allow student responses*
“A fraction is part of a whole. It is a number that expresses equal parts of a whole
object or a set of objects. So, when you look at a fraction you have the part over
the whole.”
“There are three different parts of a fraction. What is one part of a fraction?”
*Allow student responses*
“Right! We have the numerator, the denominator, and the fraction bar. First, we
have the numerator. The numerator is the number on the top of the fraction bar.
This number is how many fraction pieces you have. Next, we have the fraction
bar. This is a line that separates the numerator and the denominator. This bar
represents division, which is all that fractions really are. Finally, we have the
denominator. The denominator is the number on the bottom of the fraction bar.
This number is how many fraction pieces your whole is broken into.”
“When talking about fractions, you can say for example 1 over two. However,
depending on the denominator, you can use different key words. Some of these
words are halves, thirds, fourths, fifths, sixths, sevenths, and eights. These words
relate to the denominator. For example, saying 1 half would mean ½. Or 3 fifths
would mean 3/5.”
“There are different ways that we can represent a fraction. First, we can represent
it as part of a group. Part of a group would be with individual objects and then
marking some of those objects. For example, since we’ve been talking about
tornadoes, you could say that there were four tornadoes that occurred in the USA
today, and one occurred in Texas. Therefore, ¼ tornadoes that occurred today
were in Texas. Next you can use a number line. Fractions will lie between 0 and 1
on the number line. Next, we have a fraction bar. Fraction bars look similar to a
chocolate bar with several squares. The fraction bar is broken up into segments
with a fraction on them. Finally, we have a fraction circle. This is easy to think
about if you were cutting a pizza or a pie.”
Equivalent Fractions
“Next we are going to talk about the word equivalent. What do you think the word
equivalent means? How did you make an educated guess about the meaning of the
word equivalent?”
*Allow for student responses*
“Equivalent Fractions show the same amount but use different numerators and
denominators. You can use pictures or models to find equivalent fractions.”
Comparing Fractions
“When comparing or ordering fractions there are different strategies and rules you
can use. The first strategy you can use is fraction strips. Fraction strips are little
blocks that represent a fraction and can be used to model fraction relationships.
The next rule you need to know is about the numerators. If the numerator is the
same, you then compare the denominator. Whichever fraction has the smallest
denominator is the greater fraction. Think about ½ and ¼. Two is smaller than
four, so ½ is the larger fraction. This is because if we broke two identical candy
bars into 2 and 4 pieces, the two pieces would be larger.
The next rule you need to know is about the denominators. If the denominator is
the same, compare the numerator. Whichever fraction has the larger number for
the numerator is the greater fraction. Think about our chocolate bar again. If we
had ¼ that would be a small section, but if we had ¾ that would be more.
Finally, you can use the butterfly strategy, or multiplication. This is known as
cross multiplying. This is not a strategy we will use yet. However I just want you
to be aware of it as we learn more about fractions and multiplication in the
future.”
“I want you to think about these methods. How effective are these methods for
comparing fractions? Does this make sense, or can you think of a time where it
may not work well?” Allow students to talk amongst themselves and then share
with the whole group.
“Does anyone have any questions about fractions?” Allow students to ask
questions for a few minutes and encourage students to discuss the possible
answers as a group. “Turn to your neighbor and list one interesting fact that you
learned about fractions today. Also, discuss this question. How are fractions
similar to other mathematical concepts we have learned in school or anything you
have experienced in life?” Allow the students to talk quickly as you finish any
preparations for the group practice activity. Have the students share and
contemplate their ideas with the group.
As you detail the instructions for group practice, show the students the number
lines and materials. Model your expectations for them while giving instruction.
“We are first going to work in groups to put fractions on a number line. Then you
will complete a worksheet on your own. During the group activity I expect you to
be at a level 2. If you need help, first ask your group members then raise your
hand. Asking for help does not mean just asking for and copying the answer. Our
activity is putting fractions on a number line. If you have questions about the
instructions, ask your group members, then you may ask me. For movement, you
should be sitting or standing in your desk space. Finally, to show me you are
participating you should be following the directions and having thoughtful
discussions with your group members.
Are there any questions before we begin?”
Allow the students to stand up and physically move to their desks.
Guided Practice
CHAMPS: Level 2, Raise your hand, Breaking Down a Tornado Into Parts,
Sitting on your pockets, Discussing the placement of fractions on a number line.
Give each table group a number line, ten index cards, and a pencil. Have the same
materials for yourself on the projector and showing on the smartboard.
“We are going to work as a group to place these numbers on a number line. I will
show you have to do the first few and then you will work with your group to do
the rest. You will place all of your fractions on the number line at the same time
so that we can compare them as well.”
“First I need you to write down all of these fractions. Each index card will have
one fraction. ½, 1/3, 2/3, ¼, 2/4, ¾, 1/5, 3/5, 3/6, 7/8”
Let the students write down the fractions on their index cards and spread out their
number line on the table.
“So let’s start with one half.” Model for the students on how to place it at the
halfway point by counting the total number of marks on the number line (8) and
placing it halfway at the 4.
Allow the students to work in their groups for the rest of the numbers.
Once all students have their number line done, discuss the location of each
fraction and compare it to other fractions by using the greater than, less than, or
equal to symbols.
Independent Practice
CHAMPS: Level 2, Raise your hand, Breaking Down a Tornado Into Parts,
Sitting on your pockets, Completing your fractions worksheet.
Give the students the worksheet “Breaking Down a Tornado Into Parts with
FRACTIONS!” Students will complete this worksheet on their own.
“I am handing out a worksheet for you to complete. There are three sections on
this worksheet. In section one you will see a fraction and then you will represent
each fraction on a number line. In section two you will use the correct symbol to
compare each set of fractions. So, for every group of two fractions you will
compare them, and then put in a greater than, less than, or equal to symbol to
make it true. Finally, section three has five word problems. You will write the
fraction that is described in the word problem. For example, I may say I have five
dogs and three of them are brown. What fraction of my dogs are brown? I expect
you to write 3/5. Work on this worksheet on your own and you may raise your
hand if you have any questions.”
Walk around monitoring student work and giving help.
6. Questions
• What is a numerator and what does it represent? (Remember)
• What is a denominator and what does it represent? (Remember)
• What do you already know about fractions? (Remember)
• Is there something new you learned about fractions in the video? (Remember)
• In which ways can a fraction be represented?” (Remember)
• Can anyone tell me what a fraction is? (Remember)
• What is one part of a fraction? (Remember)
• What do you think the word equivalent means? (Synthesis/Creating)
• How did you make an educated guess about the meaning of the word equivalent?
(Analysis)
• How effective are these methods for comparing fractions? Does this make sense or
can you think of a time where it may not work well? (Evaluation/Evaluating)
• How are fractions similar to other mathematical concepts we have learned in school
or anything you have experienced in life? (Analysis/Analyzing)
• There were eight cow farms in the town. Two of the cow farms got destroyed by
the tornado. What was the fraction of cow farms destroyed by the tornado?
(Application)
• The students looked at the houses on the same street as the school. There were four
houses on this street. Only one of these houses had a tornado shelter. What was the
fraction of houses on this street with a tornado shelter? (Application)
• The class counted the trees around the playground that had fallen over. There were
five fallen trees. Before the tornado, there has been six trees on the playground.
What fraction of trees on the playground had fallen over due to the tornado?
(Application)
• The class went to the parking lot. There were seven cars in the parking lot. Five of
these cars were incredibly damaged. What is the fraction of cars that were NOT
damaged in the tornado? (Application)
• The class watched the news report on the tornado. The weatherman said that there
were six cities in the country. Out of these six cities, three were affected by the
tornado. What fraction of cities in the county were affected by the tornado?
(Application)
7. Closure:
Review:
Come back as a whole group and take a seat

on the carpet. Have a group discussion about
the lesson today.
First, have students summarize the lesson and
some new information they learned.
“What one thing did you learn today?”
“How would you summarize today’s lesson for someone who wasn’t here?”
“How does today’s lesson impact your understanding?”
Next have students “Be the Teacher”
“I want you to be the teacher and think about the lesson. Come up with three
ideas that you think everyone should have learned. Once everyone has their
ideas we will share out as a group”
Share as a group and write the responses on the board.
Finally, give the students an index card as an exit ticket.
Write a problem on the board.
“You must solve this problem. First, using the models write down the two
fractions. Once you have written the fractions, you will use a symbol to
compare them. Finally, turn the card over and write one question you still
have about fractions. This will be your ticket to line up to go home for the
day.”
Future Learning:
“I hope that after this lesson you have a better understanding of fractions and how
to compare fractions all together. If you still feel like you are unsure of some of
these concepts, we will keep discussing them as we move into other math lessons.
Fractions are a concept that will affect your lives and can often be seen in the real-
world. Throughout the rest of your education, you will have to use fractions as a
part of other mathematical operations. You can now use this information to
understand how to divide up objects evenly in your real life. Fractions will help you
with keeping everything fair and knowing how much to pay someone in the future!”
8. Lesson Extension and Modifications:

• Reteach
o For students who are struggling, take them into a small group while the
rest of the class is working independently. Work with these students
through the worksheet as guided practice. Focus on discussing the answers
rather than actually writing everything down as the instructions say. Work
to justify the answers with facts and explain each part of their answer.
o Use the fraction blocks to help students model their thinking.
• ELLS
o For ELLs, utilize pictorial models more so that they understand the
concept even if they struggle with the vocabulary.
o Provide students with translators and foreign language dictionaries to help
them understand the meaning of more complex vocabulary.
o Give ELLs more time to complete their assignments during independent
practice.
o Give students access to a digital copy of the worksheet. Then let them use
a text-to-speech reader online to read the instructions.
o Peer Tutoring – Use as a last resort if other methods are not helping -
Have students work in heterogenous pairs. These activities include a lot of
reading and writing activities that ELLs may struggle with. Assigning
them a partner to help them read and write the information with allow
them to still discuss the material without having the barrier of not being
able to fully complete the worksheet on their own.
• Extension
o Fraction Review Games
▪ Go to https://www.coolmath4kids.com/math-games/fractions
▪ Games on this website will help students to review what they know
about fractions in a fun way.
▪ Allow students to play these games as a way to extend learning.
o Roll a Fraction
▪ With blank number lines between 0 and 1 and a die you can play a
fun game to reinforce making equal parts.
▪ Roll the die (or dice and add them to get bigger numbers) and
divide the number line into that many equal pieces.
▪ Then mark each fractional piece on the number line.
▪ For example, roll a 5 and divide the number line into 5 equal
pieces and then mark where 1/5, 2/5, 3/5, 4/5 and 5/5 are on the
line.
▪ Keep rolling and repeat the steps.
▪The student will begin to see which fractions have bigger pieces
and which have smaller pieces.
o Fraction War
▪ Using a deck of cards (Ace through nine) the student will play a
fun game of war with fractions.
▪ Deal the entire deck out to each player.
▪ Each player turns over two cards and places the smaller number as
the numerator and the larger number as the denominator.
▪ Each player reads their fraction out loud — whichever player has
the larger fraction wins that round and keeps all the cards.
▪ Play continues until all the cards are gone.
▪ Whoever has the most cards wins!
9. Assessment of Learning:
Check the worksheets for correct answers and a clear understanding of material.
Use the answer key for the independent practice to assess student learning.
The student will place fractions on a number line in the correct place. Students
should be able to correctly place fractions on a number line during group practice.
Students will also model this on their own.
The student will write fractions on a worksheet with the correct numerator and
denominator. When the students is asked to write fractions in word problems, they
should be able to correctly use the numbers in the word problem to structure the
fraction.
The student will compare fractions on a worksheet while using the correct symbol
in 7 out of 8 problems. The student will look at a set of fractions and use the
greater than, less than, or equal to symbol to describe them.
10. Resources
Coolmath4kids. (n.d.). Fractions. Retrieved from
https://www.coolmath4kids.com/math-games/fractions
Homeschool Pop. (2018, February 12). Fractions for Kids | Math Learning Video.
Retrieved from https://www.youtube.com/watch?v=p33BYf1NDAE
Houghton Mifflin Harcourt. (2015). Science fusion: New energy for science!.
Orlando, FL: Houghton Mifflin Harcourt.

Hawkins Lesson Plan Three Breaking Down A Tornado Into Parts

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An Aggie does not lie, cheat or steal, or tolerate those who do.

On my honor, as an Aggie, I have

Name of Lesson Plan: Breaking Down A Tornado Into Parts

Are there any questions before we begin?”

Allow the students to stand up and physically move to their desks.

Walk around monitoring student work and giving help.

Come back as a whole group and take a seat

8. Lesson Extension and Modifications:

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