Ferris State School of Education

Lesson Plan Format

Name: Myranda Wagatha Date: 02/11/2020

Curriculum/Course: Mathematics Grade level: 3rd Grade

Materials: ​crayons, worksheet, bag of M&Ms (26),
Time/Period: 45 minutes
pencils, white board/markers, projector
Standards: ​List the state or national standards that you are using in this unit/lesson. This section also includes technology
standards.
3.NF.A.1 - Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts;
understand a fraction a/b as the quantity formed by a parts of size 1/b.

Objectives (I can statements):

Given a worksheet and a bag of M&M’s, 3rd grade students will be able to correctly demonstrate knowledge of unit
fractions, partitioning a whole, and writing fractions.
Assessment (Formative, Summative)​: (i.e. Thumbs up/down, exit ticket, quiz, chapter test, rubric (attach if appropriate), etc.)
Formative: Students will turn in their worksheets at the end of the activity. I will be looking specifically for the correct
denominator and that all individual numerators add up to the whole (denominator). I will also be walking around the
classroom and asking questions to assess their understanding throughout the completion of the activity.
Introduction/Hook/Anticipatory Set/ActivatingPrior Knowledge: ​(Warm-up, review of previous day’s lesson, check for
understanding of previous knowledge, questions you will ask)
Start by asking the whole class, “Who likes M&M’s?” Tell them that we will be doing an activity that ends with them getting the eat 
“a WHOLE bag of M&M’s.” Next tell them that we will be looking at fractions from the perspective of 1 M&M being our unit 
fraction and the whole bag is our WHOLE. So for example, one M&M is 1/20th of our bag.

Steps in the lesson:

1. Introduce Hook above.
2. Next tell them that we are going to start the activity as a whole class with my bag of M&Ms. I will hand out
their bags after we review the activity and how they are going to complete it.
3. Start by opening your bag of M&Ms.
a. Sort them into groups based on color.
b. Used crayons to draw the M&Ms you have in rows in the “inside my bag” portion of the worksheet.
c. Then complete the tally chart, then add up the total number of M&Ms (denominator).
4. Ask students what the denominator represents again
a. Should receive an answer like it is the bottom number of a fraction, or it is the total amount in the bag
b. If the above is not mentioned, guide students to that information and tell them that it is our total
number of M&Ms that make up the whole.
5. Next flip over your worksheet.
a. Start by asking students what piece of the fraction do we already know and we can write down
immediately in each of the boxes on the back sheet. *denominator
i. Then write ( /denominator amount) in every box.
b. Model completion of writing the fraction for the number of red M&Ms and the green and red combined
box.
6. Next, tell students they will get to eat their M&Ms after the activity and to not eat the M&Ms until the very end.
If they do they will lose them altogether.
7. Next, have your student ranger help pass out a worksheet and a bag of M&Ms to each student.
 a. Go over procedure again
i. Open bag
ii. Separate M&Ms based on color and draw them in the top box
iii. Tally the total amount
iv. Add up total
v. Write denominator in each box on the back then complete the rest of the fractions
vi. They can work with their group mates if they have questions.
8. Tell students to turn in their worksheet after they complete the activity. If they finish early then they can read
to themselves or work on typing.
Closure/Wrap up: T​ his may be in the form of independent practice,​ a chance to share, or explicit restatement of the goals of the lesson

Ask the students these questions as a wrap up, “What represented our Whole? What does 1 M&M represent?” and
“Should all of the single M&M numerators add up to the denominator?”

Extension Activities:
Tell students that they could complete a similar activity at home with their parents to show them what they learned
about fractions using candy.

Accommodation/Modification:
Specific Student/Group:
We don’t have any students that need accommodations/modifications in mathematics. We have three students that
leave during this time to work with our special education teacher. I will give her the materials ahead of time to complete
the activity.
Differentiation:
What will I differentiate? ​Content

I will differentiate the content by first modeling the assignment, discussing the concept, and then asking questions about
the concept.

How will I differentiate? ​Learning Profiles

I will differentiate by learning profiles, KAV. The kinesthetic learners will have an opportunity to touch,
move, and interact with the M&Ms as pieces of a whole. The auditory and visual learners will get to watch
and hear the activity performed by the whole class led by the teacher prior to having to interact with the
activity. The visual learners will also benefit from the worksheet and writing down the fractions that are
present from their bags.
Diversity:
Tell the students that there might be different denominators if the bags have different amounts of M&Ms and we are
going to see how many different numerators there are based on the colors of each bag.
Technology:
Overhead projector.
Reflection/Notes: