This lesson is part of a thematic unit on integrating literacy into mathematics.  The topic is fractions.

Title of Lesson

Fraction Story: Connecting to Text


Third Grade Math



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.

CCSS.Math.Content.3.NF.A.2           Understand a fraction as a number on the number line; represent fractions on a number line diagram.

CCSS.ELA-Literacy.RI.3.4           Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.


I can: connect math concepts to something in my own life experience.

I can: connect math concepts to other match concepts I have learned or used before.

I can: connect math concepts to something that is occurring or has occurred in the world.


YouTube: My Half Day read aloud
“Making Math Connections” worksheets (created by Kristina Wyatt, included below)

Essential Question(s):

What text-to-self?  What is math-to-self?
What is text-to-text?  What is math-to-math?
What is text-to-world?  What is math-to-world?

Inclusion Activity

5-10 minutes

Prepare students for a conversion of the “text-to-_____” concept to “math-to-_____” concept.  Discuss what text-to-self, text-to-text, text-to-world means, respectively, and have each student provide an example.  This lesson relies on students’ prior knowledge of text-to-____ concepts.

Tell a short story (preferably containing fraction concepts for this lesson) or conduct a short read-aloud to encourage thinking.

Example:  Tell a story about grocery shopping and buying five out of the ten apples available in the produce section.  Elaborate as needed until students can produce “text-to-_____” examples of their own.

If students continue to struggle, model your own examples.

Once comfortable with the “text-to-_____” foundation, discuss how we can alter the strategy to be “math-to-_____” instead (using self/math/world).  Review the worksheet which gives definitions for “math-to-_____” connections.  Model examples of each from the same fraction story.


Sequence of Activities

Distribute the Making Math Connections Worksheet.

Either with individual devices or one central device, show the video My Half Day read aloud.  This is a fraction story with several examples of fractions throughout.

Since this lesson will be used for a small group, pause after each page to allow students to offer any “text-to-_____” examples they come across.  Have students share and record the examples in their worksheets (optional: if students are struggling, have them record all working examples.  If students are comfortable, have them record only their own).  Teacher: be sure to contribute your own  examples as well.

Continue through the story.  Once completed, replay the story one more time without pausing so students can write down any other examples they may have missed or need clarifying.

Instructional Strategies

Literacy strategy: connecting to text
Learning groups/cooperative learning
Group discussion/brainstorming


Formative: Listening to students offer examples of connections during the inclusion activity as well as throughout the read-aloud.  Reviewing responses on worksheets.

Summative:  Topic test


Inclusion activity: teacher model examples or offer written examples.

Provide a script from the read-aloud.

Have students record all connections made on the worksheet, and not just their own.

ELL: Allow students to draw their connections or speak them into a recorder.

ELL: Provide advance notes, script, examples, etc. for them to review prior to the activity.


Summary, Integration, and Reflection

Students openly discuss the connections they made.  If connections did not meet the criteria, we discussed why/why not and, in some cases, adjusted them so that they did meet criteria.

Making Math Connections Worksheet
(created by Kristina Wyatt)making connections (Fractions)