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Lesson Plan (50 minutes long)

Launch: (15 minutes)
-Go over norms
-pass out binder paper
-HOOK: Individual share out loud in group: Which fraction is larger? How do you know?
*cant use proceduralmaking the same denominator, use binder paper to show work
1. Read aloud twice: There are 2 pies. Malalu ate 5/8 of her pie. Adam ate 7/8 of
his pie. Who ate more of their pie?
a. 5/8 & 7/8 write on board to scaffold
b. model using 2 pie pan diagrams. Divide up the circles into 8 parts.
Shade 5 pieces in one circle, 7 pieces in the other and explain the use of
the denominator and numerator for shading.
-or use model this as a rectangle: chocolate bar
c. When students say 7/8 is bigger, rephrase their reasoning to include unit
fractions. 5 1/8s is smaller than 7 1/8s.
i. Ive noticed people saying, pieces are the same size. Can
someone tell me what mathematical term Its a unit fraction.
Put your thumb up if youve heard of unit fraction. Good well I
have a video to give us a definition of a unit fraction
ii. Define unit fraction: 0:10-1:18 seconds
http://study.com/academy/lesson/what-is-a-unit-fraction-definition-examples.html
2. Lets do this next one with partners. Pair off students.
Read aloud twice: Saahir and Grace both made slime. Saahir filled 7/11 of his Tupperware.
Grace filled 7/9 of her Tupperware. Who made more slime? Can you prove your answer in a
drawing?
a. 7/11 & 7/9 write on board to scaffold
b. turn and talk about reasoning
c. come together as a group and share 1-2 strategies, drawings encouraged
and replicate on the white board
-encourage them to use unit fractions elicit the idea that the pieces are
smaller when its 9ths
d. Watch video 1:15-1:54
http://study.com/academy/lesson/what-is-a-unit-fraction-definition-examples.html
a. Lets talk to each other in partners about how we use fractions in our own lives. Ok now
can someone tell me what they are going to talk about with their partner?
i. "Turn and Talk": What are some personal connections of how fractions are
used in their lives?
b. Introduce the focus of the lesson: written on the board, have student read aloud
Learning Target: Students will use reasoning strategies to compare fractions.
i. Me: The concepts you will learn are: advancing your understanding of
fractions as numbers, understanding a fraction as a number on a number line,
and compare fractions by reasoning about their size
ii. Me: I chose this lesson because we are focusing on fractions and will quickly
move onto decimals. So, I want to make sure we understand how fractions are
parts of a whole and a measurement strategy because as we discussed we use
 fractions in life more than we realize!
During: Partner work (15 minutes)
Work with a partner on worksheet: Which fraction is larger? How do you know? You have to
prove it to me
- they will need to reason about the size fractions as they just did, and I will suggest that they can
draw pictures to help. Also I will tell them to be ready to explain not just the answer, but the
strategy.
*cant use proceduralmaking the same denominator
1. 5/6 or 7/8 (benchmark 1 unit fraction away from whole)
2. 3/4 or 1/2
3. 25/50 or 10/30 (benchmark )
4. 31/50 or 33/64
5. 13/12 or 12/11 (benchmark 1 unit fraction away from whole + whole,
improper fraction)
6. 28/25 or 16/15
Me: I will be walking around checking work using my checklist
2) Debrief: Discuss as a group (20 minutes)
a. Me: what kind of strategies did you use for the first 2 problems? Can you show me?
(number talk style)
i. Anticipated response: Drawing, splitting into parts a circle by the
denominator, shading the numerator
1. Me: So you used unit fractions to draw how many parts and then
shaded based on the numerator to see what this fraction looks like?
b. Me: what kind of strategies did you use for the 3 & 4?
i. Anticipated response: simplified fractions
1. Me: Anyone not simply the fractions and got the same answer?
ii. Anticipated response: 25 is half of 50, 15 is half of 30 so 10 is less than half
1. Me: so you used as a benchmark to compare both fractions to see if the
fractions are greater or less than ?
c. Me: what kind of strategies did you use for the 5 & 6?
i. Anticipated response/Me rephrasing their response: they are improper
fractions. So, both are greater than one. Took away the one and compared the
leftover fractions
ii. Me: The benchmark for these two problems is 1. The you compared the unit
fractions sizes.
d. Each partner group share at least 1 strategy and important ideas (10 minutes)
3) Close: Exit Slip (10 minutes)
Model a number line 0-3
a. Write 3 fractions on a number line (0-1) in order
1/5

1/8
*Me: does not have to be an accurate measurement of distance, but must be in order

ASSESSMENT: checklist
who talks to whom? Student-student (pairing will be made based on seating choice)
what is the student's role? Discussion leaders, answering my questions
what is the teachers role? Facilitating discussion, ask questions, monitor their workwhat they
write down. Take pictures of their models.
Materials & Preparation
Instructor will need: white board, pens, eraser
Each student will need: pencil, worksheet, binder paper
Location: end of the hallway at open tables
Write on white board before class: learning target

Anticipating Students Responses and My Possible Responses:

Possible points of confusion:
-not understanding the denominator determines the size= drawing to show two same size
circles (wholes) can be divided up by the denominator numbers and still be the same amount.
The same size circles represent the 1 on the number line and the fraction is how much of the
circle is filled (0-1).
-not understanding the numerator is the number of pieces of the denominator=the fraction
line is like a division sign but we arent solving.

Management issues:
-Students finish work quickly and are distracting other students
Accommodations:
For students who find the material too challenging: Give them the fractions and to
compare. Remind them of everyday life examples. Why is bigger? Give them scaffolding:
draw 2 circles, represent and , ask them to show me what these fractions would look like
representing pizza.
What would of a pizza look like? ?
Explain why I shaded certain number of pieces using the numerator. Have them practice with
before moving onto the original task with less scaffolding.
For students who need a greater challenge/finish work early: Give them another set of
fractions on and ask them to write on a number line (similar to exit slip but more difficult). Less
scaffolding.
7/8
2/7
3/4
NAME:____________________

Which One Is Larger?

Show your work
Explain your reasoning
Ex: vs.
I think is larger than because.
*Cant use proceduralmaking the same denominator
1) 5/6 or 7/8

2) 3/4 or 1/2

3) 25/50 or 10/30
 4) 31/50 or 33/64

5) 13/12 or 12/11

6) 28/25 or 16/15
Exit Slip
Write 3 fractions on a number line (0-1) in order
1/5

1/8

0 1
 Resources

1) Chapin & Johnson, Math Matters, Understanding the Math You Teach Grades K-8. Math
Solutions Publications, 2006. (Available many places; be sure to get the 2006 edition)
2) http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf
3) http://static.pdesas.org/content/documents/PA_CC_Standards_PreK-HS.pdf
4) OGAP Fraction Framework
Reflection
The discussion I should have encourage different drawings of fractions:

^theyve seen this on their math website practice

-need manipulatives for circles because none of us could accurately split a circle up into even
pieces which effected the way they saw the shading

MUST HAVE:
Revised plan you when into lesson with:
-use highlights, track changes, annotations, comments showing where the changes
arescribed
-include comments
-changes you made based on feedback
Representation of Lesson
-brief summary of lesson
-paragraph before analysis
Analysis using 5 dimensions*
(use headings to address each of these in paragraphs)
-task
-tools did these help in the way I hoped it would
-discourse
-norms
-equity of access
^Artifacts integrated into analysis
-observer notes (dont need to include them all), assessment checklist, student work,
photos, videouse vimeoembed code
^tie into analysis, not just posting it. Use excerpts or quotes
Reflection on learning
-use readings