Detailed Lesson Preparation Guide

Elementary Education
Name: Tyra Kornegay

Title: The Sneetches featuring Fractions

Grade: 3rd grade

Concept/Topic: Comparing Fractions with the Same Numerator

Time Needed: 1 hour

Note: A detailed lesson plan is specific enough for another teacher

to read and teach effectively. There should not be any question
regarding what to do or how to do it.

Backward Design Approach: Where are you going with your

students?
Identify Desired Results/Learning Outcome/Essential Question:
This lesson will address the topic of fractions in math, specifically comparing
fractions that may have different denominators but the same numerator, as well as
diversity and equality between people who are different from us. The diversity
aspect will be based on Dr.Suess The Sneetches and will allow the students to be
presented an issue of differences between two groups of people and show how they
came to a resolution. For the math component, students will be gaining skills of
working with mathematical tools (fractions strips) to model different fractions as
well as composing a number line with the fractions on it. By doing so, students will
be able to see the different values that fractions have and compare them using the
traditional symbols: <,>, =.

Ensuring Lesson supports district and state goals

NCSCOS Standards:
Develop understanding of fractions as numbers.
3.NF.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.
3.NF.2 Understand a fraction as a number on the number line; represent
fractions on a number line diagram.
A. Represent a fraction 1/b on a number line diagram by defining the interval from
0 to 1 as the
whole and partitioning it into b equal parts.
Recognize that each part has size 1/b and that the endpoint of the part based at 0
locates the number 1/b on the number line.
3.NF.3 Explain equivalence of fractions in special cases, and compare
fractions by reasoning about
their size.
A. Understand two fractions as equivalent (equal) if they are the same size, or the
same point on
a number line.
B. Compare two fractions with the same numerator or the same denominator by
reasoning
about their size. Recognize that comparisons are valid only when the two fractions
refer to
the same whole. Record the results of comparisons with the symbols >, =, or <,
and justify the
conclusions, e.g., by using a visual fraction model.
Assessment Plan:
I will know that the results of teaching the objectives have achieved when
students have: correctly modeled the fractions with their partners using the fraction
strips, wrote the correct fraction (with the numbers in the correct placement such as
with the numerator and denominator), and being able to correctly identify where
the fraction will be placed on the number line created by the teacher. For the
cultural component of the lesson, I know that the objective will be met when
students can verbalize the importance of equality and accepting others for their
unique traits and differences.

Meeting the student where they are:

Prior Knowledge/Connections:
What can target students be expected to know and/or understand about the
concept/topic? How does this lesson connect with other things that students may
have learning or experienced? How will you help students to make the connections
between what they already know and what they will be learning in this lesson?

The students will be expected to know and understand that a bigger number
in the denominator means that there are more pieces in the whole and not that the
pieces are bigger in size. For example, 3/4 is bigger than 3/8 because the fourth
pieces are bigger in size than the eighth pieces even though there are more in
pieces in the fraction 3/8. Students will also be expected to know and understand
that having diverse traits make us as people special and that we need to embrace
who we are and learn to accept others. I will help students make connections about
the topic by bringing up the strategies and methods that my teacher used in her
lessons on fractions such as using a number line to help compare fractions.

Lesson Introduction/Hook:
How will you focus, excite, engage, and/or elicit knowledge as you introduce this
lesson? Think of ways you can appeal to student interest and cause students to be
excited about what they will be learning about.
For my hook, I will be reading the story of The Sneetches by way of the
SMARTboard. Afterwards, I will foster a discussion with the students to discuss what
they gained from the story as takeaway point. The questions that will be asked are:
1. Do you think that Sylvester McMonkey McBean made things better or
worse for the sneetches in the end?
2. How would you feel if you were a Sneetch without a star?
3. Would you have done something differently if you were the Sylvester
McMonkey McBean who came to the Sneetches?
Heart of the Lesson/Learning Plans
Differentiation/Same-ation: How does my ONE lesson ensure engagement for all
students? What is it about the presentation and content of the lesson that makes it
accessible to all students? This should be integral to the lesson and not simply last
minute additions or different work for separate groups. All students should be
engaged and a goal of mastery should be in place for all.

This lesson will engage all students by allowing them to work in partners to
help each other create representations of fractions using fraction strips and then
finding another set of partners to compare their fraction representation against
theirs. This will promote active participation as well as engagement from all the
students. The lesson will be accessible to all students in many ways. One way will
be that students will be read out loud the story The Sneetches as well as follow
along by reading it off the SMARTboard. Another is that students will be able to use
fractions strips as one way to model their fractions and then have the chance to
create another representation of a number line to model the fractions as well. All
students will be given the opportunity to interact with and hear the strategies of
other students as to how they created their fractions based on their specific
problem scenario.
Lesson Development:
Provide a detailed description of how the lesson will progress. What will you do as
the teacher? This should be a detailed step by step account of how a lesson
unfolds from beginning to end.

i. Review the topics of fractions

1. Questions:
a. What can you tell me about comparing fractions?
b. What tools can you use to compare fractions?
c. Does anyone remember a rule or a general pattern
we see when we have fractions with the same
numerator but different denominator?
i. Show example on board if neccessary
ii. Read The Sneetches
1. If possible (or easier) show the YouTube clip of the book
2. After reading the story, ask students their thoughts of the
book
a. Do you think that Sylvester McMonkey McBean
made things better or worse for the sneetches in
the end?
b. How would you feel if you were a Sneetch without a
star?
 c. Would you have done something differently if you
were the Sylvester McMonkey McBean who came to
the Sneetches?
iii. Assignment
1. Studnets will get with a partner
2. The teacher will give a different written scenario to the
pair of students that describes what a specific beach
district of Sneetches looks like (ex. In this particular
district, there are 8 Sneetches; 3 of them have stars on
their bellies.)
a. Prompt scenarios to be cut out and distributed:
i. In the Jellyfish beach district, there are four
total Sneetches. Three of them have stars on
their bellies.
ii. In the Muffin Top beach district, there are
eight total Sneetches living in this area. Out
of the eight, five have stars on their bellies.
iii. In the Pollen beach district, only one out of
the total population of four Sneetches has a
star on their belly.
iv. Four Sneetches in the Porcupine district have
stars on their bellies. There are six Sneetches
in this district.
v. Five out of the eight Sneetches in the Hulla-
baloo district find themselves without stars
on their bellies.
vi. Only two Sneetches live in the Friendly
district, there is an equal amount of
Sneetches with stars on their bellies as there
are Sneetches without stars on their bellies.
vii. There is a district that Sneetches live in
called PopTop that has only six Sneetches.
Out of the six, only one Sneetch has a star
on its belly.
viii. Living in the Youngsville district, there are
only six Sneetches. Out of those six, three of
them have stars on their bellies.
 ix. In the Augusta district, there is only three
Sneetches. Two of the Sneetches do not have
stars on their bellies.
x. There are eight total Sneetches that live in
the Starlight district. Of those eight, only two
of them have stars on their bellies.
xi. Of the six Sneetches that live in the Fork n
Spoon district, five of the Sneetches have a
star on their belly.
xii. There is a district called Furry Paws that has
a total of eight Sneetches. Out of the total
population in Furry Paws, one of the
Sneetches has stars on its belly.
3. The students then will be asked to create a fraction that
represents the number of sneetches in their district
without stars on their bellies in their notebooks.
4. After they have created their fractions, the students will
pair up with another set of partners and compare the two
fractions of Sneetches without stars using fraction strips
to prove their answer. Students will draw a picture of the
fraction strip representation.
5. Once the students have created their own list of arranged
fractions, the teacher will compose a number line placing
all the fractions on it in the right order (from least to
greatest) and asking the students to explain their
rationale and thought processes.
iv. Discussion/Wrap Up
1. Which district has the most Sneetches without stars?
2. Where would there be an equal amount of Sneetches with
and without stars on the number line?
3. If one spectrum of the number line represents a high
concentration of Sneetches without stars, what would the
opposite side of the number line tell us?
4. The Sneetches is a popular book that has been used for
years. Why do you think it is important when it comes to
talking about fairness and equality?
5. How can you, as students, brothers and sisters, and
members in your community, be a good citizen and
promote the idea of its okay to be different?
Specific Questioning:
Student questioning should be planned ahead of time. Think about your students
and their needs. Plan questions that will challenge all students.
Lesson extensions discussed here. What will student do to utilize this new
information? How can you involve parents in the process of lesson extension in the
home?
The questions for the different activities are listed in the actual lesson plan
write up. Students will use this knowledge to help organize fractions on a number
line to show its magnitude which will help them compare and contrast a wider range
and amount of fractions. Also students will be able to use the knowledge of equality
and diversity to help create a friendlier atmosphere with other peers in the
classroom. This can lead to students creating better friendships as well as having
better.

New Vocabulary:
List and define all new vocabulary that students will need to understand in order to
have optimal success with desired learning results. How will you use this vocabulary
in the context of the lesson?
The vocab that will be used in the lesson will be terms that the teacher has
used in past lessons so nothing will be brand new terminology wise. The new thing
that students will be doing is working with fractions strips but they have had
exposure to the pieces that are in the kit due to a previous lesson taught in the
week.

Concluding the Lesson/Closure/Debriefing:

How will you wrap things up and tie together the ideas presented? How will you
help students make meaning from their experiences?
To conclude the lesson, I will ask students guiding questions to discuss the
way they created their fractions based on their prompts they received. I will also ask
guiding questions about what the number line representation can tell us about the
distribution of Sneetches and whether certain districts have a fair amount of
Sneetches with and without stars. This will lastly lead to a discussion about how to
embrace differences and how we can be better citizens in and out of the classroom.

Materials/Resources:
List everything that is needed to deliver the lesson. Cite any materials that you
used in crafting the lesson. Be specific and review this as you rehearse.

Fraction Strips
Sneetches Districts Scenarios
Math Notebooks
Pencils
Paper

Teaching Behavior Focus:

What is the goal for my teaching behavior and/or actions? See TBF List for
suggestions.

My teaching behavior focus will be Assessing Prior Knowledge in students.

Follow-Up Activities/Parent Involvement

Students could have a follow up activity with this by being assigned homework that
allows them to do research on another Dr.Suess book and make a connection to
another way we can be better citizens who know how to accept others for their
differences. Another activity that the students could do that would allow them to
interact and learn from their family members is performing a short interview about
something that makes them unique and finding a moment where they were proud of
it and also where they were embarrased or ashamed of it. Lastly, a follow up activity
the students could do is having students complete a number of problems from their
textbook that will give them more practice with comparing fractions with the same
numerator.