| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | |
| What length (min) | 30 |
| What age group | Doesn't matter |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Understanding Fractions
Any suitable grade level (Flexible for Grades 3-5)
Mathematics
30 minutes
20 students
This lesson aligns with the Common Core State Standards for Mathematics (CCSS.MATH.CONTENT.3.NF.A.1, CCSS.MATH.CONTENT.3.NF.A.2).
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Fractions | 5 minutes | Introduce the concept of fractions and their real-world applications. Use visuals or examples. |
| 2 | Explanation of Like Denominators | 5 minutes | Teach how to identify like denominators, ensuring students understand the necessary conditions. |
| 3 | Interactive Activity | 10 minutes | Distribute printable fraction cards to students. Direct them to write down their own fraction examples based on the lessons taught. |
| 4 | Practice Addition/Subtraction | 5 minutes | Guide students through a series of addition and subtraction problems using like denominators. Discuss the answers as a class. |
| 5 | Collection/Check | 3 minutes | Randomly check the fraction cards that students filled out during the interactive activity. Collect them for informal assessment. |
| 6 | Review and Wrap-Up | 2 minutes | Recap the key points learned during the lesson and clarify any doubts. Introduce learning objectives for the next class. |
Provide students with a worksheet containing additional fraction problems to practice addition and subtraction of like denominators. Collect these the following day to check without them presenting their work in front of the class.
"Good morning, class! Today, we are going to dive into the exciting world of fractions! Can anyone tell me what they think a fraction is?
[Pause for responses]
"Great answers! A fraction represents a part of a whole. For example, if I have a pizza and I cut it into 4 equal slices, each slice is a fraction of the whole pizza. That means if I eat one slice, I'm eating 1 out of 4 slices, which we write as 1/4.
"Let’s think about other examples of fractions in real life. Who can think of something else that can be divided into parts?
[Pause for responses]
"Excellent! Whether it’s a cake, a toy, or even a group of people, fractions help us understand and describe parts of these things. Today, we will learn how to work with fractions and use them in math problems!"
"Now, let’s move on to something important about fractions: denominators. Can anyone tell me what the denominator is?
[Pause for responses]
"Exactly! The denominator is the number at the bottom of the fraction, and it tells us how many equal parts there are in total.
"Today, we will focus on fractions that have like denominators. Who can tell me what that means?
[Pause for responses]
"Good job! Like denominators mean that the bottom numbers of our fractions are the same. For instance, if we have 1/4 and 2/4, since both have a denominator of 4, they are like denominators. This makes it easier to add and subtract these fractions."
"Now it’s time for an interactive activity! I’m going to hand out printable fraction cards to each of you. Your task is to create your own fractions using the cards. Please think of your own examples and write them on the card. Remember, try to use like denominators for your fractions!
[Distribute fraction cards]
"You have 10 minutes for this activity. Once you finish, I want you to share your fraction with a partner and talk about what it represents. Go ahead!"
[Monitor students as they work and support as needed]
"Alright, everyone! Now that we have some fractions written down, let’s practice adding and subtracting them together.
"I will write a few fraction problems on the board for us all to solve together. The first problem is 1/4 + 2/4.
"What do we do first?
[Wait for responses]
"Yes! Since the denominators are the same, we can simply add the numerators. So, 1 + 2 equals 3, and our answer is 3/4.
"Let’s try another one: 3/4 - 1/4. What is the answer?
[Wait for responses]
"Exactly! 3 - 1 equals 2, so our answer is 2/4.
"I will write a few more problems on the board. Work independently to solve them, and then we’ll come together to discuss the answers!"
[Allow students to work on problems]
"Great job working on those fraction problems! Now, I’d like you to take out the fraction cards you created earlier. I will walk around and check a few of your cards randomly to see what you’ve written.
[Collect the cards as you walk around and review a few]
"Make sure your fractions have like denominators. I will be collecting these to assess your understanding informally!"
"Fantastic work today, everyone! Let’s quickly recap what we’ve learned.
"What is a fraction?
[Pause for responses]
"Right! It represents a part of a whole.
"And what are like denominators?
[Pause for responses]
"Excellent! They are fractions with the same bottom number.
"Remember, next time we will dive deeper into adding and subtracting fractions and introduce some new concepts.
"Before you go, don't forget to complete your homework worksheet with additional fraction problems. Practice is key to mastering these skills! Thank you for your hard work today!"
| Question | Answer |
|----------------------------------------------------------|--------|
| What is a fraction? | |
| Can you give an example of a real-life fraction? | |
| What does the denominator of a fraction represent? | |
| What are like denominators? | |
| How do you add fractions with like denominators? | |
| What is 1/4 + 2/4? | |
| What is 3/4 - 1/4? | |
| Why is it important to have like denominators when adding or subtracting fractions? | |
| Can you create your own fraction with like denominators? | |
| What should you remember for next time regarding fractions? | |Can you think of a favorite food that can be divided into fractions? How would you write those fractions based on the parts?
If you had 3/5 of a chocolate bar and shared it with a friend, what fraction would each of you get if you split it equally?
If you could design a new game involving fractions, what would it be about? How would you use fractions in the game?
What do you think happens to the size of the fraction if we increase the denominator? Can you give an example?
Imagine you are baking a cake and the recipe requires 2/3 of a cup of sugar. If you want to make half of the recipe, how much sugar would you need? Write the fraction to show your answer.