Lesson Title: Comparing the Size of Fractions Using the Rational Number Wheel Grade: 3

Learning Target: The students will be able to visually see the difference between fractions with a the
same numerator or denominator, and be able to visually depict the differences in the fractions.

Grade Level Guide: Content Standards

Content Curriculum Focal Points Common Core State
(ie: NCTM, IRA,…)
Problem Solving: make sense of
problems and persevere in
solving them. Use appropriate
tools strategically.
Interdisciplinary Connections (if
Standards applicable)
CCSS.MATH.CONTENT. N/A
3.NF.A.3.D
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.

Academic Language: Rational Number Wheel, fraction, numerator, denominator, greater than, less
than, equal to.

Students’ Needs: Students must have an understanding that two fractions are the same if they are the
same size or if they are at the same point on the number line, how to generate simple equivalent
fractions, and how to express fractions as whole numbers, recognizing that fractions are equivalent to
whole numbers.

English Language Learners Special Needs (can be a

group such as “struggling
readers” or individuals)
For English Language
Learners, I will give the
students a copy of all of the
names of the fractions being
used in English so they can
see the comparison between
their first language and the
language that they need to
be using for the assignment.
Pair students with those
who are more proficient in
this subject area so they can
get the help they need.
Tiered grouping has proven
to work very well, and the
struggling student(s) will
benefit from seeing their
peers model the concept
being taught.

Materials: Student Needs: Scissors, Rational Number Wheel, number line, white boards, Expo markers
Teacher Needs: Rational Number Wheel

Language Function: I will engage my students in an activation of prior knowledge, which will help
them feel more secure when going into this new area of fractions. Asking the students what they already
know about numerators and denominators, and how they can tell if a fraction is bigger or smaller.

Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize

Lesson Plan
Before: I will ask the students what a numerator and denominator are, to get their minds a little more
in the right place for this new area of fractions. Then I would give the students a concrete example of
two fractions on a number line, and have them review that as well to take them a little deeper into the
subject.

During: After it is explained to students that there is a difference if two fractions have the same
numerator, if two fractions have the same denominator, and if the fraction has the same numerator and
denominator, I will hand each of them a copy of their own Rational Number Wheel, in which I will
instruct them on how to cut. Then, I will model for them how to use the Rational Number Wheel,
applying the concepts about fractions they just learned. The students will then turn to their elbow
partners and work out some greater than, less than, or equal to problems.

After: After the activity, the students will participate in a class wide activity using white boards and
their Rational Number Wheels. I will stand in the front of the classroom, giving out problems to the
students, and they will have to write down their answers on their white boards while they use their
Rational Number Wheel to help them figure out the problem. This will be a good way for me to see
which students still do not have a good grasp on this concept, and which students are proficient in this
area.

Assessment:
 Type of Description of Modifications to Evaluation Criteria- How good is
assessment assessment the assessment so good enough to meet standards?
(formal or What will students that all students (related to the learning objectives)
informal; formative do to show what they may demonstrate Include scoring guide, rubric or other
or summative) have learned? learning criteria
Informal: the white The students will be I will make sure The students will be given 7 problems
board activity will participating in an to go around and to do independently on their white
help me see which interactive activity as see how each boards. If a student gets less than 4 of
students still need a class and with student is doing the problems wrong, then they are not
help and which partners. with the proficient in the subject.
students problems they are
understand what given.
the new concept
being taught.

Resources: None.