Name: Paola Ornelas & Laura Madrigal 3rd Grade ________.

UCLA TEP ELEMENTARY LESSON PLANNING TEMPLATE-Short Form

Key Content Standard(s) and CA ELD Standards: List the complete text of only the relevant parts of each standard. (TPE
3)
Common Core
● Math CCSS Standards 3.NFA.A.1 Develop understanding of fractions as numbers 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
● Listening
● Speaking
ELD
● 3rd Grade CA ELD Standards Part 1: Interacting in Meaningful Ways. A. Collaborative. Expanding. 1. Contribute to
class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant
questions, affirming others, and adding relevant information.
Lesson Objective: What do you want students to know and be able to do? (TPE 3)
Math: SWBAT identify what a unit fraction is through peer collaboration and creation of models to represent unit fractions
Assessment: Formal and Informal Assessment. (TPE 5)
● What evidence will the students produce to show they have met the learning objective?
o Formal
▪ students will have created their own unit fraction models during independent work time; T will ask to
see it as an exit ticket, stamping everyone’s for credit and ensuring T did check everyone’s work
o Informal Assessment
▪ students will have their index cards with unit fraction colored in & T will eye the work as T is walking
around

● What modifications of the above assessment would you use for language learners and/or students with special
needs?
o Language Learners
▪ ensuring definitions for important and key vocabulary are up all throughout the lesson
▪ if needed, during independent work time taking a small group of students and focusing on the math in
Spanish rather than English
▪ encouraging collaboration and following along with guided practice
o Students with Special Needs
▪ students are encouraged to work with their group
▪ students can take breaks from their seat and move around to the rug, maybe an empty desk if they
want to be alone
▪ written, oral, and visual representations of the task at hand are provided & additional T support can
be given if asked

Prerequisite Skills, Knowledge and Experiential Backgrounds. (TPE 1, 2, 3, 4, 5)

● Prerequisite skills from prior school experiences
- fractions
- fine motor skills
- turn and talk
- group work
- independent working time
- partner talk
● Strategy to connect school learning with prior experiential knowledge and/or cultural background
- pretending the index card is a burrito and/or sandwich so students can feel that it has more relevance to their
lives vs a blank piece of paper
● Pre-assessment strategy:
- starting the conversation by asking students whether they are able to recall what a fraction is (based off a
previous learning segment where fractions were discussed and learned about)

Academic Language. (TPE 3)

● What content specific vocabulary, text structures, stylistic, or grammatical features will be explicitly taught?
o Vocabulary
▪ fraction (review)
▪ numerator (review)
▪ denominator (review)
 ▪ unit fraction
▪ unit fraction model
o Sentence Frames
▪ “This is ________ of the whole shape” (one half, one third, one fourth, etc…)
▪ “I noticed that…”

Equity. (TPE 1, 2, 3, 4)
● How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language levels)
Describe your differentiated instructional strategy.
o Enrichment
▪ giving students the option of identifying their index cards as their preferred food (as long as it’s not
round)
▪ students that might struggle understanding just written or vocalized definitions can put into practice
what a unit fraction is by creating the model (for more visual/ kinesthetic learners)
▪ student conversation and collaboration can aid students that might not feel comfortable reaching out
to the teacher for help
o Support
▪ students can collaborate with partners and groups with questions
▪ teacher will model different examples and guide students through their first unit fraction

Materials and Preparation.

● Index cards (10 per student)
● crayons or colored pencils
● glue
● math notebooks

Instructional Learning Strategies to Support Student Learning. (TPE 1, 2, 3, 4, 5)

What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and
prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor
student learning during instruction, and 5) build metacognitive understanding.

Time Teacher Students Resources/

15min Connection (Introduction) Materials
“Good morning mathematicians! Today we
will continue talking about fractions… Do we
all remember what fractions are? Should we
take a minute to think quietly and reach deep
into our brain to find the answer? Let’s go
ahead and think to ourselves, what is a Independent think time: students can begin
fraction? *after 1-3 minutes* “Okay! Now that formulating ideas and gathering thoughts on the
we’ve had some time to refresh our memory, discussion on fractions from the previous lesson
let’s turn and talk with a partner to see if
they also had a similar idea to yours! Let’s
take another minute to share with each other, Turning and Talking to their partners discussing
what do we remember a fraction is? *1-3 what a fraction is
minutes* Let’s finish up our last words, and I
want to see you with a thumb up or down if *thumb up/ down* letting Teacher know whether
we were able to remember what a fraction they were able to recall the talk about fractions
is… Does anyone want to share how they
remember fractions?” student will share what they remember
e.g.: a fraction is a part, a fraction is a piece, a
“Like we discussed, yes! A fraction is an equal fraction is ⅔ etc…
part of one whole. And how do we refer to
the parts of a fraction? Do I just say the top is
3 and the bottom is 7, or are there specific
words we learned to talk about fractions? think time
let’s take a moment to think and raise our
 hands once we remember” *1 minute* *call student shares numerator and/or denominator -
on student raising hand* can potentially share a term not related so T can
re-engage and can ask another student and/or bring
“We call the top the numerator and the it back to the lesson and clarify num/den
bottom the denominator! Let’s write this all
down on the board so we can remember this
important information for our activity White Board,
today!” *write fraction is equal part of one Markers (Maybe
whole, numerator/denominator* Projector &
“Thank you all so much for collaborating with Pen/Paper
one another and for sharing your thoughts depending on
with the class! I think now is the perfect time classroom build)
to introduce what we are working on today!
“So friends, today we are learning about unit
fractions *writes unit fraction on board* “
“This is any basic fraction with 1 in the
numerator, which is where? the top or the whole-class participation “top”
bottom of the fraction?”

“yes! “
*writes definition on board: unit fraction is a
basic fraction with a numerator of 1*
“Let’s turn and talk to our table groups and
come up with one number that can fit under
this category, any fraction with the turn and talk sharing fraction values that they think
numerator 1…” can be considered unit fractions

“Table 1, share with me what you came up

with!” *do this with every table & if there’s
confusion, clarify || answers can range from
½ to ¼ to ⅕”
“We’re doing amazing with understanding
unit fractions, so I want us to practice it a
little bit more by creating something we can
see that shows us what a unit fraction looks
like!
students will decide who will pick up cards, and will index cards
Teaching Point (Teacher modeling) walk up to the teacher desk and collect materials
15min “Can I please have one person from each
group pick up a stack of index cards for your
tables please! I will have 10 cards for each
one of you, so be careful walking back with
your tall stacks of cards!”
“As we talked about earlier, it is so important
for us to be able to see what a unit fraction
looks like! Next time you encounter a number
with a numerator of 1, you refer back to these
cards we will be working on to refresh your
memory!
Now here is my first card, *holds up card*
and something that I am imagining since we
are so close to lunch, is how I can pretend
that this is the burrito I ate yesterday! if you
prefer to think of sandwiches that is an
option too! Right now, my burrito doesn’t
have any pieces, it is just one whole burrito
ready to be eaten!
I will keep it to the side because I want to
make sure I get to have one whole burrito all
to myself! But, here is another card, and this
time, my friend asked if they can have half of students can raise hand to share their ideas
 it, how can I fold this card to make sure my
friend and I both get the same amount of
burrito? I don’t want to give her TOO much,
then I'm left with no lunch!

Great thinking friends! I can fold my card

right in the middle, and this will ensure I get
one half of the burrito and that my friend also
gets one half! So I’m folding my second index
card in half and writing ½ on each side that
we created.
Now grab one index card and help me figure students take 1 index card & can fold it how they
out this new problem. I have another friend think 3 equal parts can be created
at school and they ALSO found out I have a → this is in collaboration with their partner
burrito. They asked if I could please share a
piece with them too since they forgot their
lunch. Let’s take a look at our whole burrito
card, how can we make 3 pieces for all of us
that are all the same size on our new card?
Take some time to share with your partner students can raise hand and show class how they
what you’re thinking can be a possibility, look decided it was best to cut the burrito/card (if it isn’t
at my previous example, and come up with equal parts, we can go back to the discussion of
some ideas together! having a fair lunch where all of our friends deserve
to eat a good meal)
“Like you’ve shared, just like we cut our
previous burrito in half, we can cut this one
in 3, but am I going to give myself a really big
piece and give them 2 small pieces? No, right?
I have to be fair, after all I care about my
friends and want to make sure we all get a
good amount of food for lunch!
I’m folding my card twice, and I’m writing
down ⅓ on each piece of my burrito.
Hmm, this is interesting friends, I’m seeing
that on my previous card, I had 2 as the
denominator, and on this card, I have 3 in the
denominator. I also notice that in my
previous card I was sharing the burrito
between only 2 people and in this card I am
sharing it between 3. It seems to me, let me
know if you’re also agreeing with a thumbs
up, that my denominator is showing how
many pieces of the burrito I have. My whole
burrito doesn’t have any, my ½ burrito has 2,
and my ⅓ burrito has 3! Remember how we
learned that unit fractions have a 1 in the students color in only one of the pieces of their card box of crayons
numerator? It looks to me like our burrito
has many unit fractions in it! Let’s color in
only 1 part of our ½ burrito and only 1 part
of our ⅓ burrito. These colored portions are
our unit fractions! Look at that
mathematicians! Now I want you to think of 3
friends you might share your burrito with
and create another card that shows how you
would cut it between the 4 of you…
15min
Active Engagement (Guided Practice)
I will set a timer for 10 minutes so that you
can make 3 more unit fraction models, which
are the burritos that we have been cutting
up! You may work with your partner and
 your table to figure out how to create 1/5, students can choose to work independently, in pairs,
1/6, and 1/7 unit fractions on your burritos. or as a group as they fold their burritos to create the
Think about how we colored in only one, and numbers asked
how you can get to that with the numbers I
have written on the board for you, 1/5, 1/6,
and 1/7!

*walk around as students are working

checking in at each table seeing that they’re
understanding what they’re doing and the
lesson at large * *finger minutes*
*10 minute check in* “Hi friends, can you
show me with finger minutes how much
more time we need to finish our folding?”
*gauge the time see if more or less*
…
“Now that we’ve all finished I wanted to
check if what I noticed earlier about the
denominator applies even as the number gets
bigger… and it does! I still see how the more
people I am sharing my burrito with is the
same number that goes into my denominator
when I am labeling the parts of my burrito!
I want you to take some time to look at your
models and find something you are noticing think time
as we work on them, if you’re struggling you
can reach out to your partner and maybe students share
your group
*2 min think time*
“Can I have a couple volunteers share their
findings?”

*if not discussed, bring up how even though

the number LOOKS like it’s getting bigger, our
model actually is showing our pieces getting
smaller, and our friends getting less and less
of the burrito*

Independent Work Time

“Now that you’ve seen me do it and practiced students continue to create models for unit fractions
10min
folding one with me and your peers while I
walked around and helped, try your best to glue and
create unit fraction models of numbers we notebook
haven’t already used! You can think of 1/8,
1/10, maybe you can even go all the way to
1/12? Let’s have fun folding and labeling our
pieces!
I do ask you to please glue your models into
your math notebook, this way you can always students will glue models once finished
have it with you and find it so easily when
you might need the extra help remembering
unit fractions!
5min

Assessment
T will check in with groups and look over
student work as they work independently. If
any students seem to be struggling, checking
in with them to find out what it is they might
be misunderstanding or not understanding at
5min all. At the end of the lesson, students will
bring up their models to T and T will review
how students have colored in the many
different unit fraction values used, and
whether or not the pieces were folded
equally (as equally as possible) This will be
the exit ticket.

Review and closing

This was so much fun to do together friends,
can I please have 2 or more people share
about something we reviewed and something *students will raise hand*
we learned today? students can talk about: fractions, num/den, and
unit fractions specifically, maybe 1 being in the
“As we have written on the board, yes these numerator
are all very important topics we helped each
other on. I want you to tell your partner one
thing you learned today, and once you share, I
want you to keep your notebook open to the
pages where you glued your work and I want
you to line up by my desk so that I can check
your amazing models!”