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Learning Goals The learning goal for these lessons is that students will model and compare fractions with common denominators and common numerators; students will also compare fractions on a number line and find equivalent fractions. This fits into the Utah State Core objective that students understand and use fractions. Prerequisites for students: Prior to starting the unit, students should be comprehending reading at a third grade level. Students need model using manipulates and pictures fractions as equal parts of a whole specifically the benchmark fractions of , , , 1/3, and 2/3. Students will be familiar with the software Comic Life 2 and Word. This unit will be taught after students have been taught to compare and find whole numbers on a number line. This unit will take this knowledge a step further by showing fractions in comparison to whole numbers on the same number line. Prerequisites for the instructor: The instructor should also be familiar with word processing and computer skills needed to complete a digital product showing equivalent fractions as an example using Comic life 2 and Microsoft Word. (During the Unit students will use this sample as a guide as they create their own digital product.) The instructor must be able to use a projector, iPad, and document camera. Assessment: Students will be assessed on the brochure they create. They will also be assessed on their mind map presentation. Questions from this unit will also be included on the final test for the microorganism standard. Feedback Mechanisms: Oral feedback will also be given as students work on these projects in class through small groups, partners, and one on one interaction with the instructor. Digital products will be assessed using a rubric and a final topic test will be given using Pearson Success Net. Time Line: The class has math daily right after lunch for 1 hour 30 minutes. The first 30 minutes of this time is used for spiral review, skills drill and intervention. The

remaining hour is used for new skill instruction. Lesson 3 requires the gym during PE for 30 minutes. Lesson 5 will require 30 minutes in the computer lab as well as computer rotations the next day for another 30 minutes to complete the assessment activity. Scope and Sequence: Lesson 1-Fractions with Common Denominators Lesson 2-Fractions with Common Numerators Lesson 3-Compare fractions using a number line Lesson 4-Equivilent fractions using fractions strips Lesson 5-Equivilent fractions Instructional Strategies of Scope and Sequence: Lesson 1-Fractions with Common Denominators Objective: Students will correctly compare 2 sets of fractions with common denominators using the >, <, and = signs on an exit ticket with 80% accuracy or higher. Introduction: Watch Comparing Fractions Same Denominator on You Tube http://www.youtube.com/watch?v=Rukytg6wHJ8&list=PLksVyqTJslzySj5bRwCgM gY218iLduZTY&feature=share&index=8 (4 minutes 13 seconds) Motivation: Students will be required to complete an exit ticket with two questions correctly using the knowledge obtained from the lesson before they are released to recess. Activities/Assessments: Using the Hersheys Fractions book and actual Hershey chocolate bars there will be a class discussion about comparing of fractions with common denominators. Using white boards students with use pictures to complete a worksheet together. The worksheet will be corrected together as a class. Students will be given two problems as an exit ticket to recess. Vocabulary words: Denominator, Greater Than, Less Than, and Equal Feedback Strategies: Students will self-evaluate as well as feedback during class discussion. Students will demonstrate mastery by completing and discussing the work sheet in partnerships correctly. As a whole class feedback will be given thorough the correction of the worksheet. Students will receive one on one feedback orally on their exit tickets. The teacher will also provide written feedback on the exit tickets.

Examples: 1/3 < 2/3 7/10 > 5/10 = Lesson 2-Fractions with Common Numerators Objective: Students will correctly compare 2 sets of fractions with common numerators using the >, <, and = signs with 80% accuracy or higher. Introduction: Watch Comparing Fractions with the same numerator on You Tube http://www.youtube.com/watch?v=AlaAXS6VH9s&feature=share&list=PLksVyqTJs lzySj5bRwCgMgY218iLduZTY&index=9 (4 Minutes 53 Seconds) Motivation: Students will be required to complete an exit ticket with two questions correctly using the knowledge obtained in the lesson before they are released to recess. Activities/Assessments: Students will draw fractions cards from a bucket (all fractions in the bucket will have a common numerator) Students will be told they will be getting a fraction of a candy that matched the fraction card they have. Students will then be given the opportunity to trade their cards if they would like. Candy bar fraction pieces will then be distributed. A class discussion will be held discussing why the students took the fraction card they did and if they were happy with their choice. In small groups students will discuss again why the larger the numerators are the smaller the pieces are. As small groups they will all discuss how comparing fractions with common denominators differs from common numerators. Small groups will also complete a worksheet together (White boards can be used). Students will be given problems as an exit ticket that they must complete correctly before they can be released for recess. Feedback Strategies: Students will receive the most powerful feedback in the distribution of the candy bars. They will also receive feedback in their small groups as well as individual teacher feed back both verbally and written on their exit tickets. Examples: 2/8 < 2/4 5/6 > 5/12 4/9 = 4/9

Lesson 3-Compare Fractions Using a Number Line Objective: Students will identify fractions on a number line with 80% or higher accuracy. Students will also generate and label their own number lines with fractions of 3rds, 4ths, and 10ths with 80% or higher accuracy. Introduction: Watch Fractions on a Number Line from You Tube http://www.youtube.com/watch?v=k5C5PdZ_Yys&feature=share&list=PLksVyqTJsl zySj5bRwCgMgY218iLduZTY&index=7 (3 Minutes and 55 Seconds) Motivation: The closing activity for this class will be a class challenge where the class will earn a reward if they complete the task by working together and helping each other. (This is a connection to the third grade Social Studies curriculum section of communities) Activities/Assessments: The class will identify several fractions on a number line together as well as create several number lines and identify fractions on these number lines. Students will be divided into four groups each group will stand along one wall of the classroom. Each student will draw a fraction card and as a group the card will be placed on the correct spot on the number line. The entire class will be taken into the gym where number lines have been taped on the floor (4ths, 5ths, 6ths, and 10ths). As large stack of fraction cards will be placed on the floor at the front of the gym on the go word students will take a card from the stack and race to the correct line and fraction. Once they have reached the correct place they will raise their hand to have the teacher check their spot (If they are in the incorrect spot the teacher will provide feedback). When they have found the correct spot they will be instructed to place their card in the correct bin and go get another card. Students are encouraged to help their classmates find the correct spots. If the class completes the goal number of fraction cards during the designated time, the entire class will receive a reward. Feedback Strategies: Students will receive whole class feedback as well as small group feedback. Individual feedback will be given by the teacher one on one verbally during the activity in the gym. Examples: The teacher will use the number line on the floor in front of the classroom and step to 4/10 and label it as 4/10. Non-examples: The teacher will use the number line on the floor in the front of the classroom and step to 5/10 and label it as 4/10.

Lesson 4-Equivalent Fractions-Fraction strips Objective: Students will manipulate fractions strips to determine equivalent fractions with 80% or higher accuracy. Introduction: Watch Equivalent Fractions on You Tube http://youtu.be/wL4hICyMLKU (4 minutes 43 Seconds) Motivation: Students will be motivated by the opportunity to use hands on manipulatives. Activities/Assessments: Students will be assigned as pairs and given the opportunity to use fraction strips to determine equivalent fractions. Students will be completing a worksheet at the end of the lesson. The teacher will first model how to use the fraction strips showing both examples and non- examples. Next the teacher will will ask the pairs to find a specific fraction using the fraction strips (4/12). After it has been determined that each group does indeed have the correct fraction. Students will be asked to use other fraction strips to determine as many equivalent fractions as they can. Students will get their information from the t-chart they previously created, notes in their packets, as well as the final expository readings Microbe Menace and At Your Service that they will read in their groups as they work to complete their mind map. Feedback Strategies: Students will be working in pairs for the project providing them the opportunity to receive feedback from each other. The teacher will also be walking the room and providing feedback as necessary. Written feed back will be provided on their worksheet. Examples: show using fraction strips under document camera = 6/12 9/12 =1/3 Non-examples: show using fraction strips under document camera is not equivalent to 1/3 5/6 is not equivalent to

Lesson 5-Equivalent Fractions Objective: Students will demonstrate their understanding of equivalent fractions by creating a digital product. Introduction: Play the equivalent fraction game as a class. http://www.sheppardsoftware.com/mathgames/fractions/memory_equivalent1.ht m Motivation: Motivation will be using the computer lab to create a Comic Life 2 Page. Activities/Assessments: After a brief review students will be taken to the computer lab where they will create a Comic Life 2 page showing a set of equivalent fractions and explaining why the two fractions are equivalent. Feedback Strategies: Students will have a sample product to look at and model. The teacher will be continually walking around the lab offering individual feedback. The final digital product will be graded on a rubric. Examples:

Explanation of why the two fractions pictured are equivalent . 1/ 2 = 2/ 4. If I take the same shape and the same size shape and cut it equally into two pieces one of those pieces equals one half. The other shape is cut into 4 equal pieces it takes two of the one 1/ 4 pieces to cover 1/ 2 exactly with no overlapping and no extra space on the half piece.

Student Nam e KaraleeBirim a

Plans for Instructors and Materials: Materials: Computer Lab, Comic Life 2, Fraction cards, Number Lines (created with painters tape on the floors), number strips, document camera, laptop, Hersheys candy bars, Hersheys Fraction book, and worksheets.