University of Idaho Lesson Plan

Name
Date May 28, 2014
AAron DuPuis
Subject
Topic Comparing Fractions
Math
The big idea(s) or essential question(s)
By using common denominators and visual set models, fractions can easily and
successfully compared to each other or to the whole set.
Comparing fractions can be easy with the correct tools in your tool box.
State of Idaho and/or common core standards addressed:
CCSS 4.NF.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.
Objectives (what the students will be able to do as a result of the lesson)
TSWBAT

Demonstrate knowledge of fractions and their relationship to

each other and to the whole, by successfully answering at least
3/4 of their exit slip problems.

TSWBAT
Materials and/or technology
Fraction Manipulatives (colored circles sets)
Overhead projector
Fraction examples
Entry slips
Exit slips

Activities/procedures (include anticipated time for each)

Introduction/activator (5 min)
Formative Assessment- Entry task slips ( 2-4 fraction comparisons)
Give extender word problem on board for those who finish early:
Jane and her dad caught 6 fish. Three-sixths were bluefish. One-third were
codfish. Did they catch more bluefish or codfish?
Quickly review students responses

Handout Fraction Circles (FC) Ask students to set up quietly why I review
theory
Review basic fraction theory: (5 min)
Part of whole
Numerator/denominator
0<a/b<1

Class activities (what you/students will do)

Class activities (why you will do them)

Common Denominator(CD):
(10 min)
Explain how fractions with CD are
all similar and easily comparable.

Providing the background information

required to compare fractions.
Reviewing information
Scaffolding them to all be on the same
page.

Give examples of fractions with CD

4/5,3/5 ; 9/10,4/10 ; 22/100,
55/100
Ask students to work with shoulder
partner or table partner, while
comparing simple fractions, with their
Fraction Circles
Walk around to check for
understanding
Give one-on-one help to those who
need it.

Social-interaction and inquiry based

learning will be promoted during these
steps.
Gives Tactile learners the opportunity
to handle their math.
Allows me to check for understanding
on the fly, and adapt lesson as needed.

? Which one is larger

? Which one has more pieces
(Write checklist #1 on board)
*Do they have Common Denominators
*

This check list gives the students an

easy to remember device to help them
recall the rules on how to compare
fractions. Also helpful to visual
learners.

Uncommon Denominator(UD):
(10 min)
Explain that in order to compare
fractions we have to start with the
same base.

Providing the background information

required to compare fractions.
Reviewing information
Scaffolding them to all be on the same
page.

Ask students how they would solve

this type of problem
4/10, and 12/20
?How do we get (CD)
Demonstrate how we multiply by the
least common multiplier.
4/10 x 20/20 , then 12/20 x 10/10
Show work on white board
Ask students to work with
table/shoulder partner to solve
examples

Social-interaction and inquiry based

learning will be promoted during these
steps.

2/4,1/3 ; 4/10,5/20
Ask for volunteers to demonstrate to
the class how they solved their
problem.
? What steps did you take
? Why did you choose that way
? Any other way you could have solved
this

Allows me to check for understanding

on the fly, and adapt lesson as needed.
Gives students an opportunity to ask
for clarification.

(Write Checklist on Board)

This check list gives the students an

easy to remember device to help them
recall the rules on how to compare
fractions. Also helpful to visual
learners.

*Least Common Multiplier*

Visual Set Model :

(10 Min)
*Draw number line on the board*
Explain to students how all fractions
fall in-between 0 and 1.
The denominator tells us how many

This reviews the set model of fraction

theory.

things are in the whole set.

We can break the number line in to as
many parts as we want to.
The numerator tells us how many
things we are comparing
Using the example of:
1/6,2/3
(Draw two sets of 12 Smiley Faces on
Board)
Break the first fraction into 6 groups
and shade the 2 smiley faces.
Break the next fraction into 3 groups
and shade 8 smiley faces.
Show students how they need to make
sure that their whole set has to
contain the exact same number of
things

This is really to help the visual/spatial

learners in the class who need to see
representations of their fractions.

(Write Checklist on Board)

*Use Visual Set Model*
This check list gives the students an
easy to remember device to help them
recall the rules on how to compare
fractions. Also helpful to visual
learners.

Closure/reminders
Highlight our checklist
Common Denominator
Least Common Multiplier
Visual Set Model
Assessment (how you will know students met the objectives - include rubrics)
Formative- Exit Slip
(5 Min)

Each student will be given an exit slip containing either a series of number line
fraction to put into order, or a slip with 4 set of fraction to compare to one
another. The learner should be able to complete these slips with above 75%
accuracy.

Accommodations/differentiation
Students with learning disabilities will be given one-on-one help, during
my walk around time.
Their proficiency levels could be lowered to 50%
They could also be given extra time to complete the exit slip.
The advanced learners will have extender problems to do both on the
intake and exit slips.
Make sure that all students can easily read the overhead and white board
work. Offer to move those who cannot.

Reflection/evaluation (after lesson is taught)

Where the students engaged and/or excited?
Where they receptive?
Did I stay focused on my objective and standards?
Did I stay within my time frames?
Did I address everything in my lesson plan?
What areas need more attention next time?
Any obvious challenges in this lesson?