# Lesson 1: Exploring Unit Fractions

Understanding Fractions - Grade 3 and Grade 4 | Lesson 1 | 60 minutes

A 60 minute lesson in which students will identify and explore common unit fractions.

## Lesson Plan

### Tuning In

- Write the sentence, ‘A fraction is…’ on the board. In pairs, ask the students to brainstorm as many possible endings to this sentence as they can. Ask each pair to share their sentence endings with the rest of the class.
- Select a range of goals for the unit from the
*Goal Labels – Fractions (Upper Elementary)*and discuss these with the students. Allow the students to ask questions about each goal and encourage them to suggest some success criteria for each. Display these goals in an obvious place in the classroom for the duration of the unit.

### Teacher Instruction

- Display and discuss slide 5 of the
*Understanding Equivalent Fractions PowerPoint.*Encourage the students to suggest some real-life applications of fractions e.g. sharing, discounts, cooking. - Discuss the definition of a unit fraction, as outlined on slide 6. Display and discuss the annotated example on slide 7 and complete the whole class example on slide 8.

### Guided/Independent Learning

- Read through the review activity on slide 9. Answer any questions the students may have about the task and allow the students a small amount of time to complete the activity e.g. ten minutes. Draw a number line on the board and ask the students to volunteer to add each unit fraction.
- Provide the students with a copy of the
*Fraction Fact File Worksheet*. Monitor and support the students to complete the worksheet for one of the unit fractions from the previous activity.

### Wrapping Up

- Place the students into small groups. Provide each student with a card (face down) from the
*Unit Fractions Cards*. Ask each group to arrange themselves in a line, from the smallest fraction to the largest. - Once all the groups have finished, check that each group has managed to place themselves in the correct order. Ask the students:
- Which part of the fraction was most useful to the group when you were trying to get in order?
- Why was this part of the fraction so useful?
- What does this part of the fraction represent?

## Differentiation

### Extending Students

- Allow more confident students to choose their own fraction for the
*Fraction Fact File Worksheet.*

### Supporting Students

- Provide an enlarged copy of the
*Fraction Fact File Worksheet*for less confident students to work on collaboratively in a small group, supported by a teacher or teacher aide.

## Assessment Strategies

Suggested Assessment Strategies

- used strategic whole class or individual questioning
- observed student participation during learning activities
- recorded student progress on a checklist
- annotated student work samples
- collected and reviewed student work samples
- facilitated whole class or peer feedback sessions
- encouraged student self-reflection
- administered formal assessment tasks.

## Resources

#### Common Core State Standards alignment

Grade 3 > Standards for Mathematical Practice > Number & Operations - Fractions > Develop understanding of fractions as numbers > **CCSS.MATH.CONTENT.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.

Grade 3 > Standards for Mathematical Practice > Number & Operations - Fractions > Develop understanding of fractions as numbers > **CCSS.MATH.CONTENT.3.NF.A.2**

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

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