Lesson Plan Guide

Overall Learning Sequence:

5 p. 3.NF.3 Explain equivalence of fractions in special cases, and Date: 3/22/17
compare fractions by reasoning about their size.
Objective/goal:
5 p. 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 <
Task(s):
Shade in the fraction shown, then write <,>, or = to compare the two fractions. (pictures of the
following will be given on the actual worksheet at the bottom)
1. 2/4 __
2. 2/8 __ 6/8
3. 1/3 __ 2/3
4. 2/6 __ 4/6
5. 4/8 __ 6/8
6. __
7. 4/6 __ 5/6
8. 2/6 __ 3/6
9. 2/8 ___
https://www.teacherspayteachers.com/Product/FREEBIE-Comparing-Fractions-with-the-Same-
Denominator-195336

Put these fractions in order: 4/8 , 2/8, 7/8 (use the circles and number line to help you).

Solution of task(s):
7p. Found at the bottom!

Associated concepts:
5 p. what students need to know to solve this problem- what a fraction is, what the numerator
and denominator means, what < , > , and = means, how to shade a fraction bar, or circle, and
how to plot fractions on a number line
Materials/Technology:
5 p. worksheet, anchor chart, pencils, paper, fraction blocks
Anticipation:
5 p. anticipate correct and incorrect answers from students, possible mistakes

Some students will give all correct solutions

Some may give all incorrect solutions
Some may shade the number of the denominator instead of the numerator
Some may confuse the < and > symbols
Some may forget to shade the fractions

Lesson Phase Description of Activities and Setting

The prior knowledge that students need to know is what a

fraction means and how the numerator and denominator
contributes to the fraction (number of pieces chosen / number of
parts the whole is divided into)
Finish filling out the anchor chart from the previous day by
asking students questions and writing. Look at the numerator if
Activate prior
Before the denominators are the same, If the wholes are the same, the
knowledge 8 p.
more parts you have the bigger the fraction
Give students the two fractions 1/3 ___ 2/3 and have them
shade in the fraction on rectangles and plot the two points on a
number line. Then have the students fill in < in the blank. Have
students also put the following three fractions in order 2/5, 6/5,
1/5.

Ask students to explain the problem verbally and in words.

Have students describe the problem to you. Clarify that all
Make sure problem
students understand how to approach the problem and what they
is understood 8 p.
need to do. The students dont solve the problem yet, but they
need to be able to tell you what the problem wants them to do.

Establish clear Instruct students to work on the worksheet independently and

expectations 5 p. they are to ask the teacher if they need help.
Let students work and walk around and see how they are doing
by observing and asking questions.
During Let go! 4 p.
Which sign did you use here? Why did you use that sign? Why
did you shade the circle like that?
 Base your questions on students work and their responses to
Notice students you. Use questions like..
mathematical Tell me what youre doing. Ask why and how questions.
thinking 8 p. I see you shaded 3 pieces of the rectangle, why did you do that?
Can you tell me why you uses the less than sign?

Avoid telling them how to solve the problem but look for ways
to support the students thinking. Ask other students to help
students who may be struggling to solve the problem. Ask
Support 8 p. questions and suggest manipulatives (fraction blocks) to
struggling students. Ask students what theyve tried and where
they got stuck. Suggest that students try another strategy if they
are struggling to find the correct approach.

Lower students work with these students in a group with

manipulatives. Talk students through the problems by asking
them how many they should shade and reminding them what
Extend 5 p.
each sign means before solving the problem.
Advanced students suggest that they solve the problem first,
then use the drawings to check their answers.

Do not solve the problems just facilitate the discussion so

Facilitate students can figure out if it is right or wrong. Call up multiple
discussion students and have them share how they solved the problem and
After (community of draw their pictures. Students must be taught about the
learners without expectations about how to interact respectfully with their peers.
evaluation) 8 p. Model the correct way to respond.

Today we worked on comparing fractions when they have the

same denominator and when they have the same denominator
we know that means that they have the same whole. So to find
Summarize main
out which fraction is bigger we look at the numerator and shade
ideas 6 p.
this number in our picture to find out which fraction is bigger. It
is important to demonstrate this understanding through <, > or =
signs.