Chris Brown

3/21/16
Ordering Fractions on a Number Line
Date: 3/21/16
Overall lesson topic/title and purpose:
The previous 4 lessons in our unit have showed students different ways to compare and
order fractions. As the final lesson in the unit, it tasks students to list fractions in order
from least to greatest using any or all of the strategies we have recently used.
Rationale:
4.NF.A.2 Compare two fractions with different numerators and different denominators, e.g., by creating
common denominators or numerators, or by comparing to a benchmark fraction such as 1_ 2. Recognize that
comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons
with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Goals/Objectives for todays lesson:

I can order fractions on a number line.

I can explain different strategies for ordering fractions.
Materials & supplies needed:
SMART Board
GoMath Workbook
Google Slides
Whiteboard and marker
Materials bag
Activity card
Procedures and approximate time allocated for each
event.

Academic, Social,
and Linguistic
Support

Introduction - 8 minutes
Activity setup - 17 minutes

Activity - 35 minutes
Discussion - 10 minutes
Assessment - 5 minutes
Introduction to the lesson ( 8 minutes)

State the objective, demonstrating to students exactly what the goal of

the lesson is.
Complete the warm up. Students will use their whiteboard to copy
down three fraction problems in which they will use the symbols <, >,
or = to compare the two fractions. Afterwards, students will share with
their neighbor, then share out in whole group which strategies they

Warm up will help students

to start to generate some
ideas of ordering fractions.
Hearing different strategies
will help them to think
about ideas for the
following think pair share.

Chris Brown
3/21/16
used to help compare these fractions.

Outline of key events during the

lesson

Set up the problem. 2 minutes

Read the following problem to students:
Dimondale Elementary is running a Reading Month Competition. The school
wants to order the classrooms by the fraction of students who have turned in
reading logs. The following page has a table to show each classrooms
fractions.

Reading the problem in

whole group will set
students up to
understanding the activity
and goals throughout the
lesson.

Then, show the students the table of fractions that

demonstrate the fraction of students who turned in their
reading logs. Ask the students, Which fraction of the class
turned in reading logs in _____s classroom?
Setting up students for success 5 minutes

Before diving into the problem, prompt groups to come up with

strategies that can help them to compare and order fractions. This
discussion will involve a think, pair share. While sharing, I will write
down the strategies on the board to allow all students to visually see.
Elicit deeper thinking about these strategies by questioning students as
I write
These are the strategies I am looking for:
Compare fractions to benchmarks (0, , 1)
Compare fractions using numerators that are the
same.
Compare fractions using denominators that are
the same.
Setting up clear expectations 5 minutes

In order to ensure the success of students, a strong structure is

necessary in order to hold all students accountable and to ensure that
all activity is geared toward success.
This will begin by reading the expectations aloud to students, then call
on students to restate the rule and why the rule is important.
These rules will also be listed on the activity cards.

Eliciting strategies will help

all groups to have some
ideas generated before
diving into the activity. This
will ensure that groups will
start the activity with some
ideas to help them to
understand how to solve the
problem.

Making expectations clear

visually, students will put
them into their own words,
and they will later have
these expectations in front
of them to refer to.
(Repetition) This ensures
no one is confused on what
their role is in the
classroom.

Chris Brown
3/21/16
Modeling materials (5 minutes)

At the back table, model to students what the materials are.

Prompt students that in each bag of materials, there are two activity
cards. Their group needs to make sure that these are in the middle of
each elbow buddy so that everyone can read and follow along. These
activity cards will tell each group what they need to do to be
successful. For example, step one says, Hand out colored fraction
cards, then each person must look at their own fraction cards and point
to the fraction that is bigger. When everyone in the group has the
answer, move from a voice level one to zero and raise your hands for
Mr. Brown to check.
There will be times when your group needs to stop, go at a voice level
zero for a teacher check. Only after I have checked your groups
answer may move on.

Independent answers within

the activity ensures students
are having their own chance
to compare fractions, while
still having the support of
classmates. This at the very
least, will ensure all
students are thinking about
fractions and how they
compare

Inform students that the end product is to have all of these fraction
cards glued onto a number line in order from least to greatest. In order
to get that number line, they need to follow the steps first.
Any questions about the expectations or rules before we begin?
One last thing - As your groups are working on the activity think about
the different strategies that worked well for your group, and that did
not work well for your group. That way we can share these ideas after
the activity and learn what might help best next time.
Then, When I say go, your group needs to use a voice level one to
find out who has the lowest student number. Then, that person may see
me to grab your groups materials. Once you have them, use your
activity cards to begin.
Go.
Activity time: ~35 minutes (If all groups finish early, I will start
discussion sooner)
If a group finishes early (Only discuss this with groups as
needed)

Step one is for that group to clean up all materials and put them back
in the bag. Then, the person who has the highest student number may
put the bag back on the reading group table. Once materials are put
away, the students may use their workbook to complete pages 373 and
374. They may work at a voice level one.

Group support will allow

students to hear a variety of
ideas and strategies, though
they each may only touch
their cards which ensures
they have their own role.

These work pages will keep

groups that finish early to
maintain in the realm of
comparing fractions.
Continued support of peers
here. I will not announce
this part of the activity to
the whole class as some
groups may not make it this
far and I do not want them
to stress about meeting this
expectation.

Chris Brown
3/21/16
Closing summary for the lesson (How will I bring closure
to the lesson and help children reflect on their experiences?
How will I help them make connections to prior lessons or
prepare for future experiences? What kind of feedback do I
want from them at this time?) (5 minutes)

Discussion (Whole group)

What strategies did your groups use that helped
your group to succeed?
Why were these strategies
helpful?
What strategies did not help your group?
Why were these strategies
unsuccessful?
What was the hardest part of this lesson?
Why?

Transition to next learning activity

Discussion of strategies
will allow the whole class
to think about how other
groups may have solved it
similarly, or differently. It
also may instill the ideas
that certain aspects of the
activity were challenging
and that is okay. Students
may also generate some
connections here to help
them to better prepare for
the assessment.

In order for students to leave to prepare for lunch, they

must complete an exit ticket at a voice level 0. When they
are done, they may put this on my desk, get their gear and
line up, all while being at a voice level 0.
Assessments

Exit ticket

Academic, Social,
and Linguistic
Support during
assessment

Order these fractions on the number line, then explain the strategy you
I will read the question
used below:
, 4/6, , 4/10
[Insert number line here with ticks at the zero mark, the mark, and
the one mark]
The strategy I used to solve this problem is:

Met: Student listed the fractions on the number line in appropriate

order, and listed the strategy they used to solve the problem.
Appropriate strategies - common numerator, common denominator,
benchmark numbers

out loud to whole group

so that all students
know the expectation
before we begin.

Chris Brown
3/21/16
Partial met: Student either did not list a strategy, but solved the
problem OR listed an appropriate strategy but incorrectly solved the
problem
Did not meet: Could not solve the problem correctly, or think of a
strategy to help them solve the problem.