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Jessica Andrus

11/8/2017

CCSS (or NGSS or GLCEs if sci or ss):

CCSS.MATH.CONTENT.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.

CCSS.MATH.CONTENT.3.NF.A.2
Understand a fraction as a number on the number line; represent fractions on a number line diagram.

I can statement or other way of communicating to students the goal of the lesson:
I can compare and order 2 or more fractions with the same denominator using pictures, number lines
and models (bar models).

What you want your MT to be doing during the lesson:


Assisting my EL student when necessary and taking notes on student engagement during the lesson.

How this lesson relates to previous lessons and/or DATA (why are you teaching this?):
This lesson is the 5th lesson that I have taught in a series of lesson on fractions. So far students have
learned that fractions are composed of a number and a denominator and refer to a unit of
measurement. They also have learned that fractions can be represented as a number on a number line
between the whole numbers 0 and 1. In addition to all of this student have learned that fractions can be
multiplied and divided to find equivalent and simplified fractions. Now, we are teaching students how
to compare multiple fractions to find which ones are greater than or less than.

Steps/Procedure:

Time (in Minutes): Steps:

Intro: 4 -Recap: So far we have learned that fractions can be multiplied or


divided to find equivalent and simplified fractions. We can shrink or we
can grow fractions!
-Today’s Goal: Today we are going to compare and order 2 or more
fractions with the same denominator using pictures, number lines and
models (bar models).
-What we need to be successful: Blue folder.
Transition: Silent, “whose marble will it be?”, Ready,Set,GO!

Warm up: 5 - Before we get started on the focus lesson I want us to do a


warm up.
- Pass out circle sets to partners.
- Once you have your circle pieces begin the warm up with a
voice level 1.

Focus Lesson: 10 “Next we are going to do a watch, listen, learn. I need all supplies put
away and when I hear everyone’s silent voices and see everyone’s
eyes on me i’ll know we are ready to learn”

Model example:
*Compare the fractions and label them greatest to least using Learn p.
130.

*Create a number line that orders the fractions from greatest to least
between the whole numbers 0 and 1.

GP: 8 “This is a you and a partner do; you may whisper solve the first
problem on the board. I will hand out each person a paper, your name
goes on the top and you may begin whisper solving.”

Partner Group Work: *Students work together to color the fractions


on the blank worksheet to match the colored fractions on the
powerpoint. Once students have colored in the fractions, they put them
on a number line from least to greatest and label using greater than or
less than signs to determine which fraction is larger or smaller.
TIMEOUT: Transition.

Focus Lesson: “We are going to go back to do a watch, listen, learn. I need all
supplies put away and when I hear everyone’s silent voices and see
everyone’s eyes on me i’ll know we are ready to learn”

Model Example:
*Use a candy bar scenario to describe the way each fraction is split
below. Then compare and order each bar graph from least to greatest.

*Compare each of the fractions to one another using a candy bar


scenario. Order each fraction to least to greatest.
GP: “This is a you and a partner do; you may whisper solve the first
problem on the board. I will hand out each person a paper, your name
goes on the top and you may begin whisper solving.”

Partner Group Work: *Students work together, with a shoulder


partner to fill in each of the fraction bar models based on the story
problem. Once they fill out the bar model they need to answer the
following questions; who eats more, who eats less, with the use of a
greater than, less than or equal to sign.

Workshop: 20 PGW: Workbook p. 101-106.


IP: Extra Practice p. 67-70.

Academic/Social/Linguistic Supports for individual students. Part of this MUST include your
plan for SPECIFIC ELL students (you can name them here or put an initial):
1. Sunip: He has a strength in math and is great with math facts but can benefit from
extra support when reading calendar and answering the different components that
require heavily math specific language.
Assessment (How you know they understood your goal) AND a plan for students on how they
can apply/reflect on feedback:
1. I will assess students with anecdotal notes during the workshop stations.
2. I will also review their exit ticket problems to identify what level of understanding each
student has reached when comparing and ordering fractions with the same
denominator using pictures, number lines and models (bar models).