Fractions Backwards Design

Arika Jackson
Backwards Design Lesson Plan

March 6, 2013
Stage 1: Desired Results
Established Goals:
I can explain why two fractions are equivalent.
I can identify equivalent fractions.
I can compare 2 fractions using <, =, or > symbols.
I can justify my comparisons of 2 fractions.
*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. Recognize and generate simple equivalent fractions (e.g., 1/2 =
2/4, 4/6 = 2/3), Explain why the fractions are equivalent, e.g., by
using a visual fraction model.
c. Express whole numbers as fractions, and recognize fractions that
are equivalent to whole numbers. Examples: Express 3 in the form
3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point
of a number line diagram.
d. Compare two fractions with the same numerator or the same
denominator, by reasoning about their size, Recognize that valid
comparisons rely on the two fractions referring 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.
Understandings: Essential Questions:

Students will understand that How can fractions be compared?
1. Some fractions with different What are equivalent fractions?
denominators are the same size. How can equivalent fractions be
2. Equal quantities of the same represented?
whole can be expressed as
different equivalent fractions.
3. Equivalent fractions can be
represented in a variety of visual
models (number line, fraction
bars, area models (fraction
Arika Jackson
March 6, 2013
circles/boxes), etc.).
Students will know. Students will be able to do

1. How to compare fractions. 1. Name equivalent fractions.
2. How to model equivalent 2. Compare fractions using <, =,
fractions using visual models or >.
(number line, fraction bars, area 3. Explain how fractions are
models (fraction circles/boxes), equivalent
etc.) 4. Use visual models to compare
3. The vocabulary term equivalent fractions.
means equal.
Stage 2- Assessment Evidence

Performance Tasks: Other Evidence:
Equal Shares Exit Slip at the end of each lesson
Students will determine if the way Discussion of Essential Questions
cakes are shared at a party is fair. Teacher Observations
Students compare numbers of pieces Classwork
of cake to determine if each child gets End of Unit Test
an equal share.
Short Answer Test

Students will be given several
questions where they will have to
compare fractions using visual models
and justify if 2 fractions are equivalent.
Stage 3: Learning Plan

Day 1: Comparing Fractions: Fraction Bars
EQ: How can fractions be compared?
1. Introduce I can statements and essential question for todays lesson.

2. Start lesson with an engagement question (Ashley baked a chocolate
cake and a strawberry cake for her moms birthday. Both were the
same size. She sliced the chocolate cake into 8 slices and the
strawberry cake into 5 slices. After dinner her family ate 4 slices of the
Arika Jackson
March 6, 2013
chocolate cake and 3 slices of the strawberry cake. Did the family eat
more of the chocolate cake or the strawberry cake? How do you know?)
and have students try to work it. Allow students approximately 5
minutes to answer the question and then they are to share with their
group their answer and how they obtained that answer.
3. Whole class share of question and what students noticed.
4. Review I can and essential question for today and how the engagement
question relates to them.
5. Review symbols <, =, and >.
6. Explain to students that we will learn how to compare fractions using
fraction bars.
7. Model how to compare fractions using fractions bars. Teacher will
model how to draw fraction bars.
8. Guided Practice: Students will compare given fractions by drawing
fraction bars. Teacher will circulate to check for understanding and for
additional support. Small groups will be pulled (based on classroom
observation) as needed by the teacher and the resource teacher.
9. Review fractions that were given for practice.
10. Exit Slip (Print on Post it Note and have them put it on the
parking lot on the board): Would you rather have 2/3 of a candy bar or
1/2 of a candy bar? Justify your answer by drawing fraction bars.
Teacher will form small groups based off observation of classwork and
exit slip results.
Day 2: Comparing Fractions: Number Line

1. Review I can statements and essential question for todays lesson.

2. Start lesson with an engagement questions. 2 ants were traveling on
the same line. Ant A traveled of the line and Ant B traveled 2/8 of
the line. Which ant traveled the farthest? How do you know? Have
students share their answers with a partner.
3. Whole class share of question and what students noticed.
6. Review how to divide a number line into sections for fractions and then
how to label the number line for each fraction.
7. Explain to students that we will learn how to compare fractions using a
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March 6, 2013
number line.
8. Model how to compare fractions using number lines. Teacher will model
how to draw number lines and how they are used to compare fractions.
number lines. Teacher will circulate to check for understanding and for
11. Play the Comparing Fractions Game. This game has students
compare fractions on a number line. Found here:
(http://fpscurricinstitute.wikispaces.com/file/view/Comparing_Fractions_
Game%5B1%5D.docx/346987678/Comparing_Fractions_Game
%5B1%5D.docx ).
parking lot on the board): Compare the fractions: 1/3 and 2/3. Justify
your answer with a number line. Teacher will form small groups based
off observation of classwork and exit slip results.
Day 3: Comparing Fractions: Area Models (fraction circles/boxes)


2. Start lesson with an engagement question. Draw 2 squares that are the
same size. One square should be divided into fourths and the other
into thirds. Shade in and 1/3. Compare the fractions. Have students
share their answers with a partner.
3. Whole class share of questions and what students noticed.
6. Review how to divide a whole into a given fraction.
7. Explain to students that we will learn how to compare fractions using
area models.
8. Model how to compare fractions using area models. Teacher will model
how to draw the area models and how they are used to compare
fractions.
number lines. Teacher will circulate to check for understanding and for
Arika Jackson
March 6, 2013
parking lot on the board): Compare the fractions: 1/3 and 2/3. Justify
your answer with an area model. Teacher will form small groups based
off observation of classwork and exit slip results.
Day 4: Equivalent Fractions

EQ: What are equivalent fractions?
How can equivalent fractions be represented?
2. Start lesson with an engagement question. Drew was given 2/4 of a
pizza and Sally was given 4/8 of a pizza. Drew says that Sally has more
pizza than he does. Sally disagrees with him and says that they have
the same amount. Who is right? Be able to justify your answer. Have
students share their answers with a partner.
3. Whole class share of questions and what students noticed. Introduce
the vocabulary term equivalent and explain the meaning of it.
5. Explain to students that we will learn how to find equivalent fractions.
6. Explain that fractions are equivalent when they take up the same
amount of space.
7. Watch BrainPopJr video on Equivalent Fractions.
http://www.brainpopjr.com/math/fractions/equivalentfractions/
8. Students will need fraction strips that were created in an earlier lesson.
9. Have students line up their fraction strips. Show students how the
fractions are equivalent if they line up together. Show students how to
see if fractions line up on the same line. They will look at and find
all of the fractions that are equivalent to .
10. Have students work in pairs to find as many equivalent
relationships as they can. Students should be able to notice that one
whole is the same as 2/2, 4/4, 8/8, 3/3, or 6/6. Another example
includes the relationship between 1/2, 2/4, 4/8, and 3/6. Also that
and 2/8 are equal. Record other observations on anchor chart.
11. Review fraction bars and how to use them to tell if fractions are
equivalent.
12. Guided Practice: Students will use fraction bar models to tell if 2
Arika Jackson
March 6, 2013
fractions are equivalent. Teacher will circulate to check for
understanding and for additional support. Small groups will be pulled
(based on classroom observation) as needed by the teacher and the
resource teacher.
parking lot on the board): Find a fraction that is equivalent to . Use
a fraction bar to justify your answer.
Day 5: Equivalent Fractions

EQ: What are equivalent fractions?
How can equivalent fractions be represented?
2. Start lesson with an engagement question. Find a fraction that is
equivalent to 3/6. How do you know they are equal? Have students
share their answers with a partner.
question relates to them. Review vocabulary term equivalent.
4. Have a class discussion on how we can use the things we learned in
comparing fractions to tell if 2 fractions are equivalent. Record student
responses.
5. Explain that all of the models that we learned with comparing fractions
can be used to determine if 2 fractions are equivalent. Give example
for each.
6. Guided Practice: Students will work problems to see if they are
equivalent. They will use the model of their choice. Teacher will
circulate to check for understanding and for additional support. Small
groups will be pulled (based on classroom observation) as needed by
the teacher and the resource teacher.
7. Play Equivalent Fraction Match Game.
http://www.superteacherworksheets.com/fractions/fractions-matching-
game.pdf
8. Exit Slip (Print on Post it Note and have them put it on the parking lot
on the board): The Jones family has 2 cakes for a birthday party. One
cake is divided into fourths and the other is dived into eighths. They
ate of the first cake. How much of the second cake will they have to
eat so that they eat the same amount as the first cake?
Day 6: Performance Assessment

Arika Jackson
March 6, 2013
Students will complete the performance assessments.
Stage 4: Reflection
This was probably one of the most detailed lesson plans that I have written
since I started my teaching career. However, after creating and implanting
this plan I see the benefits and I am hoping I can continue the practice in the
future. I do believe it will take a while before I am able to fully implement
planning all of my lessons this way but I do think that in the end it would be
well worth it.
I have never used an essential question before and so it took a while for me
to come up with some and it took a while for me to get used to referring back
to it during my lessons. Starting with my essential questions and
assessment during planning helped me plan my lessons out. I always had it
in the back of my mind what I was looking for and I was able to see if what I
was doing did not match up to what I would be assessing. This also helped
while I was teaching the lesson. I kept the essential questions and I can
statements posted in the room. They were largely visual to my students and
I. Having these visuals as a constant reminder kept me on track with my
plans. I also kept a copy of the performance assessment with me on a clip
board as a reminder of what I would be asking of my students.
My students are not used to having essential questions but around day 3 or
4, they started referring back to it on their own. The students would
automatically start saying how this connected to what we were learning
without me prompting them. During this lesson, I had a walkthrough from my
principal and my assistant principal. They always ask the students what they
are learning and how are they hitting their target. In the past my students
could answer the question but it seemed to be more of this is my I can and
this is what I am trying to do to get it (it didnt seem as if they truly
understood why they were doing it). This time when they were asked I
noticed that they were able to give a more detailed response and referred to
the essential question and explained to them how what they were doing
connected to it.
Arika Jackson
March 6, 2013
The outcome of my assessment was surprising to me. In the past, my

students have struggled with comparing fractions and equivalent fractions.
However, over all of my class (about 69%) were proficient in showing their
understanding of this topic. I think that is partly due to me being able to
always refer back to what they were learning and having the students refer
back to it often. They knew what I wanted from them from the start of the
lesson and were able to make the connection.
Arika Jackson
March 6, 2013
Equal Shares:
Party Day
Part 1
You are throwing a birthday party for a friend. There are 6 people at the
party. They are seated at 2 tables. Each table seats 3 children. Each table
has 1 cake and all of the cakes are the same size. No more cuts can be made
to any pieces of cake.
The 1st tables cake is cut into 3 equal pieces and
The red tables cake is cut into 6 equal pieces.
All of the cake at each table is eaten. You need to tell what fraction of a
cake each child will get and whether each child gets an equal portion. You
must use a visual model to prove your answer.
Part 2
Zachary sat at the 1st table. He says that he got fewer pieces of cake than
Sam did at the 2nd table and thats not fair because more pieces of cake must
be more cake. Convince Zachary that it is fair.
Note: No more cuts can be made to any cakes.
*Assessment Adapted From:

http://fpscurricinstitute.wikispaces.com/file/view/Math_Grade%204_Fractions
%20-%20Size%20Matters%2010.2012.pdf/372523040/Math_Grade
%204_Fractions%20-%20Size%20Matters%2010.2012.pdf
Arika Jackson
March 6, 2013
Comparing Fractions and Equivalent Fraction Short
Answer
1. Compare the two fractions below using <, =, or <. Justify your comparison with a picture.
1 3
2 4
2. Compare the two fractions below using <, =, or <. Justify your comparison with a
picture.
5 1
6 3
3. Compare the two fractions below using <, =, or <. Justify your comparison with a
picture.
4 2
8 4
Arika Jackson
March 6, 2013
4. Are these fractions equivalent? Explain how you know if they are equivalent or not
equivalent.
3 1
4 = 8
equivalent.
2 1
6 = 3
equivalent.
3 2
3 = 2
Arika Jackson
March 6, 2013

Fractions Backwards Design

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Arika Jackson

Backwards Design Lesson Plan

*3. NF.3 Explain equivalence of fractions in special cases, and

Understandings: Essential Questions:

Students will know. Students will be able to do

Stage 2- Assessment Evidence

Short Answer Test

Stage 3: Learning Plan

1. Introduce I can statements and essential question for todays lesson.

Day 2: Comparing Fractions: Number Line

1. Review I can statements and essential question for todays lesson.

Day 3: Comparing Fractions: Area Models (fraction circles/boxes)

1. Review I can statements and essential question for todays lesson.

Day 4: Equivalent Fractions

Day 5: Equivalent Fractions

Day 6: Performance Assessment

The outcome of my assessment was surprising to me. In the past, my

Note: No more cuts can be made to any cakes.

*Assessment Adapted From:

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