UbD/DI Lesson Planning Template for EDUC 345

Teacher:

Brittany Fitzgerald

Grade: 4

Subject:

Math/Health

Date: 9/29/16
Desired Results

CCSS and/or NYS Learning Standards (Rubric Line 35 and 39):

Common Core Standard for Mathematical Practice #1
Make sense of problems and persevere in solving them.
Common Core Standard for Mathematical Content 4. NF: Number & OperationsFractions
Extend understanding of fraction equivalence and ordering.
4.NF.2. Compare two fractions with different numerators and different denominators, e.g., by
creating common denominators or numerators, or by comparing to a benchmark fraction such as
1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole.
Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by
using a visual fraction model.
NYS Learning Standards for Health, Physical Education, Family and Consumer Science
Standard 1: Personal Health and Fitness
Elementary Health Education Key Idea #1: Students will understand human growth and
development and recognize the relationship between behaviors and healthy development. They
will understand ways to promote health and prevent disease and will demonstrate and practice
positive health behaviors.
Essential Questions (Rubric Line 36):
What does it mean to compare fractions?
Enduring Understandings(Rubric Line 36):
Students will understand that
Fractions with unlike numerators and denominators can be compared in other ways than drawing a
picture.
Objectives (Rubric Line 31):
Students will be able to ...
Compare fractions by creating common denominators or numerators, or by comparing to a benchmark
like or 1, and record the results with the symbols >, =, or < and justify.

Assessment Evidence (Rubric Line 32)

Performance Assessment Tasks:
For assessment I will present the following problem and ask students to explain the mathematical way
of solving in their math journals.
Revised 1/20/16

Ms. Fitzgerald wants to go on a new diet and she cannot decide which one to try first. One diet wants
her to eat 5/9 cup of vegetables a day, the second diet says she has to eat 3/7 cup of vegetables a day,
and the third diet tells her to eat 4/8 cup of vegetables a day. Ms. Fitzgerald is going to try each of these
diets. She wants to start with the one that has her eating the most vegetables, because she thinks that one
will be the healthiest. Order the diets from the greatest amount of vegetables to the least so she knows
which diet to eat first, second, and last. Explain which of the four methods you used to solve the
problem.
Scoring Rubric (to be used on the material they write in their math journal):
Low
10 pts Incorrect answer given

Correctness
of Answer
Accuracy of 10 pts Explanation leads to
Explanation
incorrect answer if
followed exactly;
explanation of method is
absent or incomplete

Medium

High
Correct answer given

Explanation includes
some unclear or
ambiguous steps that
may or may not lead to
the correct answer;
explanation of method is
partial

Explanation leads to
correct answer when
followed exactly;
explanation includes a
correct use of method.

Other Evidence:
Areas of Child Development (Rubric Line 28)
Cognitive development is supported because children learn to make sense of comparing fractions.
Linguistic Children will develop their linguistic skills as they explain to one another and the teacher
how they were able to compare the fractions.

Learning Plan
Classroom Arrangement:
Get all the materials ready ahead of time.
Prepare the opening problem on an overhead or computer screen or flip chart ahead of time.
Note: Technology is integrated but not an integral part for this lesson in order to preserve a tight focus
on math and health. (Rubric Line 30b)
Materials:
Measuring cups
Fractions in Disguise by Edward Einhorn and illustrated by David Clark

Revised 1/20/16

Smartboard, whiteboard, projector, or easel

Examples of fractions with different numerators and denominators for each method of comparing
fractions
Deck of cards without faces
Notecards with fractions written on them

Learning/Instructional Activities (Rubric Lines 29, 33, 34, 39):

Anticipatory Set (Rubric Line 38):
Display different size measuring cups. First I will ask the students what the objects are and what they
are used for. Then I will lift up the two measuring cups that correspond with the question: Which is
more a cup of flour or a half a cup of flour? Which is more a half a cup of sugar or a 1/3 cup of sugar?
Which is more 1/3 cup of oil or a cup of oil? The students will respond with one cup, one half cup,
and cup respectively. I will then ask them how they knew which was bigger. I expect the students to
respond with the fact that they can see the cup is bigger than the 1/3 cup. I will then ask them,
What if the fractions were so close together that it is hard to see the size difference? How would you
be able to tell which size is bigger? I will explain that this is the focus of our lesson. We are going to
learn how to compare fractions without drawing a picture, and be able to tell which fraction is greater,
less than, or equal to. I will remind the students about these math vocabulary terms and their
corresponding symbols.
Procedure
Story Problem (Rubric Line 40 and 37):
According to a recent study on Rochesters Open Air Market by Ms. Fitzgerald, 6/12 of all the food
sold are bread and pastries, and 4/9 of the food sold are fruits and vegetables. Are the customers
buying more of the healthy or more of the unhealthy foods? (Blooms Level 3 - Application).
Students will work in groups (or individually) to solve the problem in a way that makes sense to
them. When a group finishes, I will check their work and ask them to find a different method for
solving the problem. If any groups finish finding two ways, I will ask them to find as many ways as
possible to solve the problem.
When all groups have found at least one way, I will call on selected groups to share with the class
their way of solving. I will strategically call on two or three different groups to share different
methods of solving the problem.
I will then write a list on the board or on flip chart of the different methods to compare unlike
fractions that the students in the class used to solve the story problem, such as common denominators,
common numerators, compare to or compare to 1. If one of the methods was not used, I will add it

Revised 1/20/16

to the list when the students learn it during the instructional phase.
I will first go over the methods mentioned to solve the first problem. This will give every student an
opportunity to try this method. For each method I will have examples ready. I will solve the first
example for them by saying each step and explaining out loud. I will then give them two fractions to
compare on their own using the method we just used and call on students to solve and explain. If need
be, I will give the class more problems for more practice on a specific method.
After the students have practiced with each of the 4 methods of comparing fractions. Students will
complete the attached handout that has 12 practice problems for them to decide which method will
work best for the two fractions and solve. We will go over this worksheet as a class by calling on
students to say both fractions and the symbol as a statement to practice using math vocabulary
(Example: is greater than ), as well as state the method they used to find the right answer.

DIFFERENTIATION: Since students are encouraged to solve in whatever way makes sense to
them, differentiation is built in to this lesson design. Students will choose their preferred method.
During direct instruction, accommodations will be made for students who have hearing or vision
difficulties by making appropriate technologies and/or materials available to them. Students with
IEPs will receive individual help to ensure that their goals are being met.

Assessment (Rubric Line 32 and 37):

Pose the assessment question on the board of flip chart for the students to answer in their math
notebooks:
Ms. Fitzgerald wants to go on a new diet and she cannot decide which one to try first. One diet wants
her to eat 5/9 cup of vegetables a day, the second diet says she has to eat 3/7 cup of vegetables a day,
and the third diet tells her to eat 4/8 cup of vegetables a day. Ms. Fitzgerald is going to try each of
these diets. She wants to start with the one that has her eating the most vegetables, because she thinks
that one will be the healthiest. Order the diets from the greatest amount of vegetables to the least so
she knows which diet to eat first, second, and last. Explain which of the four methods you used to
solve the problem.
The students will put the fractions in order from greatest to least using the correct symbols in
between. (Blooms Level 3-Application)
When the students have finished, they will raise their hand so that I can check and then get them
situated for the closing activity.
Closing Activity:
Option 1: Play Compare Fractions Game: (I am going to call it Fractions War) Students are divided
into pairs and are given a deck of cards (with the faces removed) and a piece of paper with a line

Revised 1/20/16

across the middle. Students divide the deck in half and play a game that is similar to the game of war
but with fractions. Instead of picking one card they pick 2 and decide which card to put in the
numerator and which to put in the denominator. They place one card on top of the line and the other
below the line to represent a fraction. The students must figure out whose fraction is greater than the
other. The person will the greater fraction wins all four cards. If they are equal then each player gets
to keep their two cards. The students continue in this way until one person runs out of cards.
Option 2: Give each student a notecard or sticky note with a fraction on it. The students have to work
as a class to get into a line from least to greatest.
Option 3: Read the book Fractions in Disguise by Edward Einhorn and illustrated by David Clark.
This fun math book discusses the concept of equivalent fractions and how to reduce fractions. I will
explain to the students that reducing fractions or finding an equivalent fraction may help them when
they are comparing fractions. (Rubric Line 30a)

Evaluation of Teaching *done after the lesson is taught*:

References
Compare Fractions Activity. (2014, July 07). Retrieved September 23, 2016, from
http://www.education.com/activity/article/capture-that-fraction/
Comparing/Ordering Fractions Worksheets. (n.d.). Retrieved September 23, 2016, from
http://www.homeschoolmath.net/worksheets/comparing_fractions.php
Checklist for Additional Items on Lesson Plan Rubric
_____ Childrens Literature? (Line 30a)
_____ Technology use justification or explanation of no technology? (Line 30b)
_____ Blooms Taxonomy? (Line 37)
_____ Integration of subjects (art or health or physical education)? (Line 39)
_____ Use of Problem-Focused Lesson Template (in math) or Inquiry Template (in science)
Lines 33 and 40

Revised 1/20/16

Name:_______________________________________________ Date:___________________

Comparing Fractions Worksheet

Write the symbol >, <, or = in the box.

2
1 a. 5

6
2 a. 1
2

6
3 a. 1
2

4 a.

1
1

10

1 b. 1
2

2 b. 7

11

4
10

Revised 1/20/16

3 b. 3

4 b.

3
5 a. 6

6
6 a. 1
2

12

5 b. 1
0

6 b. 6

12

Page 2

Answer Key
1 a.

<

1 b.

>

2 a.

<

2 b.

>

3 a.

>

3 b.

<

4 a.

<

4 b.

<

5 a.

5 b.

>

6 a.

<

6 b.

<

Revised 1/20/16