LESSON   PLAN

Autumn E. Sheldon

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

CONTENT  AREAS:   
 Math

GRADE  LEVEL:   
 4th and 5th (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(4th grade) - -

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

1.1.2 (4th grade) - -

  • Model and describe equivalent fractions

1.1.2 (5th 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 (4th and 5th 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

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5)      With the 1st 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).

1st fraction:

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2nd fraction:

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6)      Now the students count up the shaded areas (top number) in contrast to the none shaded areas (bottom number). 1st fraction is 10/15 verses the 2nd 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.