TITLE:   
 Bigger fraction, smaller fraction, how can you tell?

CONTENT  AREAS:   
 Math

GRADE  LEVEL:   
 4^th and 5^th (depending on how advanced the students understanding of fractions are)

MATERIALS   NEEDED:   

• 2 pies cut into different fractions
• Paper with different squares already drawn on them
• Pens/pencils
• Colored pencils
• Fractions kit
• Calculators

KEY   CONCEPTS:   
 ??? something like that students will understand that fractions can be ordered - - some are bigger than others and visa versa

EALR'S :   

2.3

5.3 

Grade Level Expectations (Make the connections clear and specific):

1.1.1(4^th grade) - -

• Understand the concept of fractions.
• Interpret fractions as parts of a whole object, number, or set.

1.1.2 (4^th grade) - -

• Model and describe equivalent fractions

1.1.2 (5^th grade) - -

• Compare, order, or illustrate whole numbers, decimals, and fractions using concrete models (e.g., number line or shaded grid) or implementing strategies (e.g., like denominators, benchmarks, conversions).
• Determine equivalence among fractions.

5.3.1 (4^th and 5^th grade)- - using the pies will help students in starting to understand fraction in everyday life

GOALS (Remember the difference between goals and objectives):   
 ??? unsure, concepts, goals, objectives I know they are different but not sure exactly how or how to word it

OBJECTIVES:   
 Given a teacher lead discussion and demonstration about comparing fractions students will be able to practice comparing fractions using one strategy.

PROCEDURES:  (Label each step in the process:  Activating Prior Knowledge, Disequilibration, Elaboration, Crystallization)

• Preassessment 

Students have a good grasp on adding, subtracting, multiplying, and dividing.  Students have been introduced to fractions and have practiced making things into fractions (such as a paper pizza).  Students have not yet practiced ordering fractions.  At the end of one of the lessons the teacher asked, “If I had 2 slices of an 8 sliced pizza and John had 2 slices of an 8 sliced pizza who would have more?”  Most students quickly answered that the teacher would.  Now the teacher had the students get out a piece of paper to answer a question from on the board.  The question read, “I had 2 slices from a 6 sliced pizza, Hailey had 4 slices from a 9 sliced pizza, and Sam had 3 slices of a 7 sliced pizza.  Who got the most and who got the least pizza?”  Some students tried to draw out the picture, some just wrote and answer (which the majority were incorrect), none tried to get a common denominator.

• Introduction 

Teacher, “If someone offered you some of your favorite pie, which would you rather have 1 slice or 3 slices?”  Class shouts out, “3 slices!”  Teacher, “What if the 3 slices put together were smaller than the 1 slice by itself?”  Class, a bit quiet, seems unsure, some students respond by saying “Well I guess 1 slice.”  Teacher, “If someone offered you 2 slices from a 7 sliced pie, verses 3 slices from an 8 sliced pie how would you know which one to pick to get the most pie?”  Class has a short discussion of possible different methods of checking to see which one would be the most.

• Activity

After the discussion has gone on for a bit the teacher will call the class back to attention.  The teacher explains to the class that she is going to teach them one method that they can use for ordering fractions.  The following is the order in which the teacher will show the students the new strategy.

1)      Comparing the fractions 2/3 and 3/5

2)      First take 2/3 and in a box (one the sheet handed out by the teacher) draw 3 vertical lines (3 for the number on the bottom)

3)      Do the same with the other fraction but this time draw 5 (number on the bottom) lines horizontal.

4)      Shade in 2 out of 3 (2/3) on the first drawing and 3 out of 5 (3/5) on the second

5)      With the 1^st fraction 2/3 draw 5 lines horizontal (5 from the other fraction) and 3 lines vertical on the second fraction (3 for the first fraction).

1^st fraction:

2^nd fraction:

6)      Now the students count up the shaded areas (top number) in contrast to the none shaded areas (bottom number). 1^st fraction is 10/15 verses the 2^nd fraction that is 9/15, the fraction with the most shaded area is the biggest fraction so 2/3 > 3/5.

• Closure

Students will practice using this strategy with several other sets of fractions.  This lesson is the start of ordering several sets of fractions and in working with bigger fractions where other strategies will be used.

POST-ASSESSMENT   

• Students will hand in their worksheets that they used in practicing comparing fractions.  This will tell if students understand the process and strategy.
• How the student participated in the class discussion.