CUIN 4332 Lesson Plan – Comparing Fractions

Name: Angela Hoang

Course Name and Time: CUIN 4332 Tuesday 9:00 AM
Date: March 3, 2019

Grade Level: 4th Grade

Content Area: Math
Content Objective: The student will be able to compare fractions with different numerators and denominators
using the symbols >, =, or <. The students must show their work by using a variety of strategies such as
drawing models, using number lines, or multiplying to find the common denominator.
TEKS covered:
(3) Number and operations. The student applies mathematical process standards to represent and generate
fractions to solve problems. The student is expected to:
(D) compare two fractions with different numerators and different denominators and represent the comparison
using the symbols >, =, or <;
Materials Needed: whiteboards, expo markers, erasers, Spinning for Submarines gameboard, submarines
coloring/recording sheet, brads, paper clips, colors (crayon, color pencil, or marker)
Step-by-Step of the Lesson (What learning experiences will students engage in).

The teacher will begin the guided math lesson by reviewing how to compare fractions with different numerators
and denominators.

“Alright boys and girls, today we are going to be reviewing how to compare fractions with different numerators
and denominators.

What are some strategies we could use to compare fractions?” (benchmark fractions, drawing rectangle models,
number lines, or multiplying to make the denominator the same/finding common denominator)

The teacher will then solve a problem with the students to refresh their memory of comparing fractions.

“Let’s say we’re comparing 1/2 and 2/3. How can we figure out which fraction is larger?

We could draw a rectangle model to figure it out. So, I’m going to draw the rectangle model for 1/2 and 2/3.

Does the whole have to be the same size for both fractions or can they be different?” (Students should answer
that the whole has to be the same size because it would make it fair.)

If the students are not able to reach that conclusion, the teacher can use the pizza analogy. Let’s say we have
1/2 of a large pizza and 1/2 of a small pizza. Would the 1/2 of the large pizza or the 1/2 of the small pizza be
greater? The 1/2 of the large pizza would be greater because the whole is bigger! It’s not fair to compare the
two pizzas because they are not the same size. That’s why you have to make the whole the same size when
you compare fractions to make it fair.

The teacher will finish drawing the models and reviewing how to compare the fractions. The teacher will also
review how to compare the fractions by finding the common multiple/denominator.

1/2 x 3/3 = 3/6

2/3 x 2/2 = 4/6
4/6 > 3/6

Why did we multiply the fractions? What are the fractions 4/6 and 3/6 considered to be? (We multiplied the
fractions so that we could get common denominators/the same denominators. 4/6 and 3/6 are equivalent
fractions. They are equivalent to 2/3 and 1/2.
That is how we know that, 2/3 > 1/2.

In the end, the students should be able to tell the teacher that 2/3 is larger than 1/2.

The teacher will ask: How did you know that 2/3 is larger than 1/2?

Then the teacher will have the students try a few problems on their own to assess how much they understand
about comparing fractions and see if they are on the right track. The students will solve the problems on the
whiteboards using expo markers and erasers. After the student has solved the problem, the student must show
the teacher their work and explain their reasoning before they are able to move onto the next problem.

Possible Problems:

1. 1/6 O 3/4
2. 2/3 O 4/6
3. 3/8 O 4/5
4. 3/4 O 3/6
5. 2/7 O 3/14
6. 1/2 O 4/8

*Instead of having the students practice the problems on a white board, the teacher has the option of giving the
students a game to play. The game is called Spinning the Submarines. It can be played by yourself or with a
partner. Each player needs the gameboard, the submarines recording sheet, and a different color crayon/color
pencil/marker.

How to Play the Game:

1. For this game, the students will flick the spinner.

2. The students will compare the fraction the spinner landed on with 1/2.
3. If the spinner lands on a fraction with less than 1/2, the player will color 1 submarine.
4. If the spinner lands on a fraction greater than 1/2, the player colors 2 submarines.
5. If the spinner lands on a fraction equal to 1/2, the player colors 3 submarines.
6. When all the submarines have been colored or the time is up, the winner is the player with the most
colored submarines.

Assessment

The teacher will formatively assess the student throughout the lesson by observing their strategies and answers
while practicing how to compare fractions. At the end of the mini guided lesson, the teacher will have the
students solve a few problems to assess their mastery of the content. The student must be able to show their
work with pictorial or abstract representations.

Closure

 The teacher will close the lesson by briefly going over how to compare fractions and having a short
discussion about what the students learned.
 The teacher will ask:
o What did you all learn about comparing fractions with different numerators and denominators?
o What are some strategies you could use to compare fractions?
Modifications

For students in special education, I would accommodate them by giving them fraction strips or blocks to scaffold
their learning. The visuals will help them with making the connection between comparing fractions with different
numerators and denominators. Some of the SPED students may have trouble with writing, so I could also help
them with that if necessary. I would also give them longer wait time since they may need more time to think or
solve the problems.

For ELLs, I do not think that they would have trouble with learning this lesson since it’s mostly drawing pictorial
representations or showing their work through abstract means. However, the ELLs may not understand certain
vocabulary words or larger words such as common denominator or multiple. In that case, I would explain the
term to them in simpler terms, so they can better understand it.

As for GT students, I would modify this lesson by having them solve fractions with larger digits. Giving the GT
students the same problems as the other students would be too easy. By giving them fractions with larger digits
or having them compare three fractions at once, I would be able to challenge them and make the lesson more
interesting for them.