Unit Plan

Jessica Eva

3rd Grade

Fractions

10 Lessons

My Math - McGraw-Hill Grade 3, Student Edition, Volume 2

Learning Goal: The goal of this unit is to introduce fractions to the students and begin to
understand their relevance in the math world. This unit will lay the foundation for fractions by
teaching students what fractions are, how to compare them, and how to contextualize them as
points on a number line.

Rationale: A. It is important for students to understand fractions and how they exist in our
world. This understanding builds a foundation for future education and offers students an
understanding of fractions and numbers in the world around them, when calculating the cost of
something at the store, splitting someone among groups of friends, in baking/cooking, and other
areas of the real world. Being able to compare fractions and contextualize them on a number line
is important for students to understand the relationship that fractions have to the numbers that
they already know, and will lay the foundation for understanding decimals further in their life
and educational career.

B. The following scope and sequence offers a timeline for the unit. I have chosen to
arrange the lessons in this unit in this order so that each lesson scaffolds off of another lesson, to
reinforce the pervious lesson and build knowledge into the next one. Each lesson is designed to
incorporate whole class and independent activities, and combines technology resources, along
with paper copies for reference, manipulatives for real object examples, and exciting whole class
activities to appeal to different learning styles to ensure each child is learning the content and
practice standards.

Unit Objectives:

Content Standard Objectives:

 Students should be able to express a fraction as a number divided into equal groups.
 Students should be able to accurately place fractions on to a number line between 0 and
1.
 Students should be able to accurately count by fractions on a number line.
 Students should be able to identify and make equivalent fractions with fraction blocks.
 Students should be able to represent equivalent fractions with points on a number line.
 Students should be able to use a fraction model to explain why two fractions are
equivalent.
 Students should be able to convert whole numbers into fractions, and show whole
numbers as fractions on a number line.
 Students should be able to compare to fractions with like denominators using >, =, <.

Practice Standard Objectives:

 Students should be able to decontextualize and contextualize fractions through
manipulatives.
 Students should be able to solve real world related word problems and situations using
fractions.
 Students should be able to use fractions tiles, strips, and number lines to represent
fractions and solve problems.
Scope and Sequence

Week 1
Monday (2.1) Tuesday (2.2) Wednesday Thursday (2.3) Friday (2.35)
(2.25)
Topic/Standard/ Understanding Representing Representing Counting on a Counting on a
Daily objective fractions as fractions on a fractions on a number line number line
numbers number line number line by fractions by fractions
divided into
equal groups
Activity Splitting Fraction Tiles Matching Class number Fill in the
manipulatives activity, fractions with line activity number line
into groups. workbook unlike (each student with fraction
denominators is a fraction) blocks
to their spots to make a
on the complete
number line number line
Assessment Class activity- ‘Homework” Math journal, Class activity- Fraction
Splitting page from cutting out Creating a number line
numbers into work book as the fractions completed worksheet
equal groups exit ticket and gluing number line
to create them to the by standing on
fractions number line in the number
manipulatives the math line
such as base journal
ten blocks,
coins, books,
pencils, and
candy
Resources Base ten Workbook, Workbook Big number Fraction tiles
blocks, coins, fraction tiles, and past line taped on and GeoGebra
pencils, and and GeoGebra worksheets floor, fraction
candy, for reference, tiles, and
matching and GeoGebra GeoGebra
fraction
worksheet to
keep for
reference, and
GeoGebra
Week 2
Monday (2.4) Tuesday (2.5) Wednesday Thursday (2.7) Friday Unit
(2.6) Test
Topic/ Making and Equivalent Converting Comparing Unit test
Standard/ explaining fractions on a whole numbers fractions using
Daily objective equivalent number line to fractions on <,>, and =
fractions a number line
Activity Class activity- Fraction strips Class activity- Number lines Unit Test
Making and on number everyone is
completing a line assigned a
recipe. Given whole number
a recipe, or a fraction
students will
work in small
groups to use
equivalent
fractions to
make the
recipe serve
enough
students in
the class
Assessment A finished ‘Homework’ Students have Comparing Unit Test
recipe turned page from to find their fractions
in as an exit workbook as matching worksheet
ticket. exit ticket ‘partner’ and
stand on the
number line in
order
Resources Workbook, Workbook, Handouts as Workbook,
equivalent fraction strips, reference and past
fractions class and GeoGebra GeoGebra completed
sheet and number lines ,
GeoGebra and GeoGebra

Materials:
 Fraction Strips
 Fraction Tiles
 Number lines
 Student and Teacher Workbook
 Base Ten Blocks
 Life sized number line (can be made with tape)
 Equivalent fraction recipe worksheet
 Calculators
  Scissors
 Glue
 White boards and markers
 Math journals
 Equivalent fractions handout
 Number line worksheets
 Fraction and whole number ‘name tags’ on popsicle sticks (for class number line
activities)
 Chrome books
 Small group table
 Coins
 Candy
 Measuring cups
 Books
 Pencils

Prior Knowledge: Before this unit, students will need to:

 Know that numbers are a whole and can be represented by objects.
 Know how to plot numbers on a number line.
 Know how to divide numbers under ten.
 Know how to represent a division problem using groups.
 Understand how to read a number line.

Lesson Plan:
Representing Fractions on a Number Line (Tuesday 2.2)

Subject: Math

Topic: Fractions on a Number Line

Population of Students: General Education

Grade: 3rd

Number of Students: 21

Grouping: Whole group

Time: 35 Minutes

Content Standards: CCSS.MATH.CONTENT.3.NF.A.2

Understand a fraction as a number on the number line; represent fractions on a number line
diagram.

Practice Standards: CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.

Goal: Students will be able to represent and plot fractions on a number line.

Rationale: Students need to understand that fractions are represented on a number line in order
to contextualize fractions as real concepts and how they relate to whole numbers. Plotting
fractions on a number line also helps students see the relationships that fractions have with each
other, and with whole numbers. Lastly, being able to plot fractions on a number line will build
the foundation for adding and subtracting fractions later in their academic careers. Students
interact with fractions in everyday life when splitting things up between a group of friends,
understanding money, (like how to calculate the cost of something), and when splitting into
groups or teams.

Concept Definition: Fractions represent part of a whole number, these parts can be represented
on a number line. Fractions contain a numerator and a denominator, which are the ‘top’ and
‘bottom’ numbers of a fraction, which represent the total number of ‘parts’ (numerator) of the
whole (denominator).

Objectives: Students should be able to plot fractions on a number line.

Materials: Student’s workbook, lesson plan sheet and fraction tiles.

Teacher Preparation: Have matching teacher sheet for work book ready with notes and
answers (see ‘Teacher Resource’ below). Have students at their seats after recess, workbooks
out. Have fractions tiles ready to handout after introducing the topic.

Assessment of Prior Knowledge: Class discussion on fractions reviewing prior knowledge of

what they have learned the past week, “What part of the fraction is the numerator?” “What part
of the fraction is the denominator?”
Assessment of Objectives on Content Knowledge: Students will be able to plot fractions on a
number line and figure out fractions to answer questions (see ‘Homework’ below).

Assessment of Practice Standards: Student will use a number line to represent fractions so that
they can answer questions (see ‘Homework’ below).

Introduction:
“Today we are going to work with a number line to help us understand and answer questions
about fractions, but first, what we know about fractions so far?” (Student answers will vary)
“ Which number is the numerator?” (the top one) “What does the numerator tell us?” (the parts
of the whole). “Which number is the denominator?” (the bottom number), “What does the
denominator tell us?” (the number of parts the whole is divided into).
Then I will ask about number lines. “How do you think we could use a number line to look at
fractions?” (Student answers will vary”
Then I will have students open their workbooks, and hand out the fraction tiles.
“We are going to use the fraction tiles, and fill in the area on the number line, this will show us
where fractions fall on the number line, and how fractions can divide a whole into equal parts.”

Body: Students will be at their seats, with their workbooks open, with the fraction tiles. They
will be following along with me during the instruction, and will be expected to finish
accompanying homework problems on their own. Math group 1 (four students) will be seated at
the front table with Ms. Edwards for extra support during instruction and independent work.

I will model this using the projector, so that the students can see how to use the tiles and the
number lines for the first two problems. I will do this by placing the 1/3 tile on the number line,
and marking at the end of it, then moving the tile down the line and repeating to create a number
line marked evenly into thirds.
“Using the tiles to split the number line into thirds shows us that three of these 1/3rd tiles = 1
whole line.”

I will then model how to use the number line to answer the questions below it (see ‘Teacher
Resource’ below, page 1).
“why is there a 1 and a 3/3 at the end of the number line?” (because 1 = 3/3).

We will then discuss and answer the accompanying discussion question (see ‘Teacher Resource’
“Try it” section below). We will then answer the practice questions together (see ‘Practice
Questions’ below). I will ask students to answer the questions, that way the class is participating
and we can discuss questions that come up, I can correct any misunderstandings, and so that I
can ask more thought provoking questions such as “how do you know that?” And “how did you
use the number line to solve that problem?”
“Turn to the next page of your workbook and use the number line and fraction tiles and complete
the ‘homework’ section of the workbook.”
While students are working at their seats, I will be around to answer questions, and more thought
provoking questions.
Students will be able to keep the fraction tiles out as a resource if needed.
Students who finish early will be able to complete fraction problems on ‘splash learn’.

Closure: Students will turn in their homework problems, and we will have one last discussion.
“Did you like using the number line to look at fractions or would you rather use diagrams like
shapes?” (Students answers will vary)
“Why is it helpful for us to use a number line?” (So that we can see fractions as part of a whole).
“Yes number lines can help us see fractions as part of the whole, and see that 3/3 make up 1.”

General Differentiation Plans: Students will have access to fraction tiles throughout the entire
lesson for extra assistance. Math group 1 will be seated with Ms. Edwards to receive more
targeted instruction in addition to the whole group lesson.

Plans to Reteach: Students that did not gain a satisfactory understanding of how to use number
lines will be able to complete a targeted group activity. This activity will include a big number
line that students will place different fraction tiles on to make a whole, including ½, 1/3, ¼, 1n3
1/5 fractions, and write down on their white boards how may of each fractions are part of a
whole. We will then answer questions as a group, and represent each one on the number line to
figure it out.

Plans to Extend: Students that gained a satisfactory understanding of the content will be able to
create their own number line to answer word problems on their own.

Teacher Resource:
Homework

Practice Questions
Technology:
I will be using technology as a secondary resource throughout this unit. Students will
have access to online resources via the class google classroom, which includes the Khan
Academy link to extra practice and helpful videos. Majority of this unit will be taught with
‘hands on’ learning in the classroom. Technology resources that I will have to aid in teaching
this unit include the document camera and projector and a micro-lecture video (which will be
posted on the google classroom). Students that gain a satisfactory understanding of the lessons
and finish independent work early will have access to ‘Splash Learn’ assignments and games on
their chrome books that will extend learning while the rest of the class works on the lesson.
‘Splash Learn’ is a website that allows the students to continue practice of the content, and
allows me to track their online progress.

Micro Lecture Link: https://youtu.be/QURcLTUOtNk

Assessment: This unit includes a unit test and multiple opportunities for formative assessments
throughout.
Unit Test:
1. What fraction is represented by the picture below?

_______________

2. Partition and shade the circle to represent the fraction 3/8:

3. What fraction is being indicated on the number line below?

0 3/3

_______________

4. Label the fractions between 0 and 1 on the number line.

0 6/6

5. Create a number line and place a dot on the number line that represents the following
scenario:

Carrie has 8 books, five of her books are blue, and three of her books are red. What
fraction of her books are blue?

6. Fill in the missing pieces of the number line below.

 7. Write the fractions indicated by the circles below:

Are these two fractions equivalent? ___________

8. Partition and shade the two squares to represent two equivalent fractions.

9. Convert the following whole numbers into fractions.

3 = ______ 7 = ______ 10 = ______

1 = ______ 5 = ______ 14 = ______

10. Shade the following circles to represent the fraction shown. Then compare the fractions
using <, >, or =.
3/4 ______ 1/4 1/5 _____ 3/5 2/6 _____ 2/6

2/3 ______ 1/4 7/8 _____ 5/6 1/5 _____ 2/10

Connections:

1. Two guest speakers that would be beneficial to come into and talk to the class about
fractions would be the owner of the local bakery, and my father who has worked in
construction his whole life. I believe that the owner of the local bakery would be able to talk
to the students about the importance of understanding fractions when baking (or cooking)
and handling money. I believe that this would enhance the students understanding because it
shows the relationship between fractions and making food. I believe that my father would be
able to help draw the connection between fractions and the real world because he would be
able to describe the importance of math and fractions when building things, and stress how
important it is to be precise with our calculations, measurements, and fractions.

2. This unit shows the everyday uses for fractions with an entire lesson dedicated to using
equivalent fractions to make a recipe big enough to serve the entire class. I plan to use the
completed recipe to actual make the dessert and bring it into the class, and using fractions to
split the dessert up between all of the students. This lesson alone shows the students that
fractions are a part of food, which we make and eat every day. It also shows the students that
in order to use the tools that we need to make food, such as measuring cups, we need to
understand what fractions are, equivalent fractions, and how to compare fractions. As a
 whole this unit shows the relationships between fractions and the real world through word
problems provided by ‘Splash Learn’ and their workbooks, and through real world
manipulatives like coins, books, candy, and other objects that they see in everyday life.

Differentiation:
1. My first differentiation plan includes gifted and struggling learners. As stated above
under the ‘technology’ section, gifted students will be able to complete activities that extend
their learning on the classroom “Splash Learn”. This website allows me to assign activities to
students individually, which gives me the ability to assign more challenging work to gifted
students without disrupting the rest of the class learning or making any students feel left out.
Gifted learners will still be required to complete class activities and homework, but will have
this option to extend their understanding.

To differentiate my unit for struggling learners, I will have a few options. After every
lesson, when students are completing independent work (either homework or “Splash
Learn”), my struggling learners will be able to meet with me at the small group table. This
will allow me to work with these students in a targeted small group setting, where
manipulatives and other resources will be available, as well as clarification on part of the
lesson that these students are struggling with. For some of these students, and depending on
other factors including disabilities and delays, other accommodations will be made available,
such as completing less problems on homework or the test, being given manipulatives during
homework and the test, being given extra time, or having assignments read aloud to them
will be available. I will also have resources, like the math foldable resource linked below,
that students will be able to make and use throughout the unit.

Link to the foldable: https://youtu.be/_kLhx07BOag

2. My second plan for differentiation includes ELL students. When planning for ELL
students, my main priority is to ensure that the language used can be understood by everyone.
I also would make sure that I use a lot of visual aids that show steps and processes without
words. Using visual aids like pictures, posters, and diagrams will ensure that ELL students
will still have references to the content and ensure that they are still getting instruction. I will
also be sure to use language that ELL students know while teaching and on
homework/worksheets along with visual aids. I will also be able to work with ELL students
and provide visuals during workbook assignments so that these students can understand the
workbook.

Supplemental Resources:

1. One supplemental resource that I will be using is the GeoGebra book that I made. The
first chapter of this book is dedicated to fraction activities and resources that the students
will be able to use for reference and for extra practice.
GeoGebra link: https://www.geogebra.org/m/trcwfemc
 2. The other supplementary resource is the Website ‘Splash Learn’. This website allows for
games and activities on the topic of fractions while still being interactive. This website
will allow me to assign activities to specific students, based on what they need more
practice on. It also allows me to view students progress on assignments and the scores
that they got on completed assignments. Lastly, this website is designed to make learning
fun with points and levels.
Splash Learn link: https://www.splashlearn.com/parent-dashboard#/math

Anticipation and Self-evaluation:

With this unit plan, I anticipate issues with not having a review day(s). I think that this
may cause issues because students are learning a new concept almost everyday, and then moving
into a unit test, and even though there is a lot of practice and resources built into the unit, it still
worries me not having some days throughout the unit to review and reflect on what we have
learned. I also anticipate some problems with some of the struggling learners. This is because the
unit is more fast paced, and although I have plans and resources for these students, it is still a
concern. I believe that if I had the time in the unit, making this three weeks rather than two, and
allowing for more review/practice days would be beneficial.

Some misconceptions that students have about fractions include how difficult fractions
can be. Students are often intimidated by fractions and understanding them, which can make
student engagement a difficult task. Some other misconceptions that may come up during the
unit can be around using the number line compared to shapes. Although the shapes can be more
interesting, number lines are one of the main focuses of this unit. To clear up these
misconceptions, I believe that the unit I created offers a lot of interactive activities for student
engagement.