Lesson Plan Template

MAED 3224
Subject: 3rd Grade Fractions Central Focus: Comparing fractions with unlike
denominators.

Common Core Objective: 4.NF.A.2 Compare Date taught: March 1, 2017

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
. 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.

Daily Lesson Objective:

Performance- Students will be able to compare fractions using the correct symbols and
explain their answers.

Conditions- Students will work as a whole group, in partners, and independently.

Criteria- In order for students to show mastery, they must receive at least 8 out of 10
points on each questions on the exit ticket. The exit ticket will be a total of 20 points and
the students will need to receive a total of at least 16 points.

Prerequisite knowledge and skills needed: Students need to have knowledge of equivalent
fractions and the greater than, less than, and equal to symbols.

Activity Description of Activities and Setting Time

1. Engage Today, we will begin by reviewing our 5 minutes

comparing symbols and what we look at when
we are comparing fractions. The teacher will
ask, What number does the alligator open up
to and why? Students should reply with the
bigger number because he wants to eat the
 bigger number. What are the names of our
symbols that we use to compare fractions?
Students should reply with greater than, less
than, and equal to. Now that we have
reviewed some of our symbols, we are going
to compare fractions, like we did the other
day with like denominators, but this time with
unlike denominators.

2. Explore During this part of the lesson, students will be 30 minutes

(including solutions of major
tasks)
given a worksheet that includes multiple
questions about comparing fractions with
unlike denominators. An example question
would be __ 2/8. The 2/8 is bigger than
so the sign used should be < 2/8. Students
will work in pairs to answer 5 questions using
fraction bars. The students have previously
used fraction bars when they worked with
fractions with like denominators. Students will
need to use the correct fraction bars and the
correct amount of each bar to correctly
compare the two fractions. They will also need
to make sure that they line up the two bars at
the end to make sure they are comparing the
two correctly. There should be 5 questions left
on the worksheet that have not been
answered once the students finish working.
3. Explain Once the students finish doing the 5 20 minutes
questions on the worksheet, the teacher will
have all of the students look up to the doc
cam for the whole group part of the lesson.
Now that you all have explored working with
your partners using the fraction bars to
compare fractions with unlike denominators, I
want to go over the last few questions on our
worksheet with you all as a class. For our first
pair of fractions to compare, we have 3/6 __
. Since one of my denominators is 6, I need
to find the bar that matches my denominator
and says on it. Now that I know what bar I
need to use, I have to look at what my
numerator is for the fraction I am trying to
create. My numerator for 3/6 is 3. Since my
numerator is 3 and I am using the fraction
bar because my denominator is 6, I know that
I need to get 3 of the bars. Once I have my
correct number of fraction bars to make 3/6, I
need to push them together to line them up
so there is no space between each bar. Now, I
need to look at the fraction I am comparing
3/6 to, which is . I am going to make this
fraction also by using the fraction bars the
same way I did to create 3/6 with the fraction
 bars. The teacher will create by talking
through the same process as when she
created 3/6. Now that I have both of my
fractions made, my 3/6 (teacher points to the
fraction bars) and (teacher points to these
fraction bars), I can push together my fraction
bars that I have made so that they are lined
up vertically with one another and are starting
at the same spot. Then, I am going to look
and see which one of my fraction bars is
longer to show me which fraction is bigger.
The is longer so that means that this
fraction is bigger than 3/6. Now, I need to
decide which way my symbol goes between
my fractions. Since I know that the open part
of my symbol goes towards the bigger
fraction, my symbol should be opening
towards . The teacher will repeat this
process with the problem 4/6 __ 6/8. After the
teacher demonstrates 4/6 __ 6/8, the teacher
will have 3 students come up and show the
class their process with the problems __
4/6,

__ , and 6/8 __ .

4. Elaborate/Extend For advanced students, I would have them

compare fractions that involved twelfths,
sixteenths, and fifths. I would also have them
experiment using a numberline to help them
compare these fractions. For struggling
students, I would have them compare
fractions that are in the same family, like
halves, fourths, and eighths and compare
thirds and sixths. I would also allow them to
use their completed number lines to help
them compare the fractions.

5. Evaluate Students will be given a worksheet to

complete as an exit ticket, independently. The
(assessment methods) worksheet includes two questions that require
the students to compare fractions already
given. They must shade in the corresponding
shapes correctly, write the correct comparing
symbol, and explain why they chose their
answer. Each question is worth 10 points: 2
 points for each picture(4 points total), 3 points
for the correct symbol, and 3 points for their
explanation. Students will need to earn at
least 16 points total out of 20 to show
mastery. The questions are:

__
__ 4/6

Materials/Technology: Doc cam, 21 worksheets for the lesson, 21 worksheets for the exit ticket,
fraction bars