DRAFT: This module has unpublished changes.

Comparing Fractions Lesson Plan

 

GOALS
Illinois Learning Goals Addressed:

  • CC.4.NF.2 Extend understanding of fraction equivalence and ordering. 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. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)

Instructional Goal(s) for Lesson/Unit:

  • Students will be able to use previous knowledge to solve a fraction word problem

Specific Objectives for Lesson/Unit:

  • Students will be able to:
    • Compare fractions with different denominators
    • Justify their reasoning in comparing fractions

MATERIALS

  • Math Notebook
  • Pencil
  • Handout for minilesson question
  • Handout for word problem
  • “Try this” problem worksheet
  • Baggies of small pieces of paper (to visualize fractions)
  • Strips of paper
  • Elmo projector

INSTRUCTION

Introduction (10 minutes):

Have students get out math notebooks and a pencil.  They should copy down what we are doing to reference later.  Remind students that we have been reviewing fractions and comparing fractions with different denominators.  Call on a student to remind students what the top number (part) is called in a fraction – numerator.  Call on another student to remind students what the bottom number (whole) is called in a fraction – denominator.  Also, call on another student to remind the class what operation we can use to compare fractions – multiply.  Ask and call on a student – if I were to multiply a denominator by 2, what would I multiply the numerator by?

 

Step-By-Step Procedures and Learning Activities (45 minutes):

 

  • A student will pass out a handout where students will compare two fractions and justify their response.
  • Students will independently complete the handout.
  • Teacher will tell students they can use any tools at their table, including their math notebooks.
  • Teacher will call on a student to share his/her answer and it was determined.
  • Then, teacher will present students with a word problem about fractions.  It will be shown on the board and each student will receive a copy with directions.  Teacher will read directions as students follow along silently.

“There is a race among 7 contestants.  The race will be for 1 mile.  The contestants are Al, Billy, Chip, Don, Ely, Frank, and Goldie.  When the horn sounded, they took off as fast as they could.  After 3 minutes, the racers were at different points on the race course.  The fraction of the race course that each contestant has completed is shown below:”

 

Contestant

Distance Completed

Al

 3

−−

 4

Billy

 1

−−

 3

Chip

 8

−−

12

Don

 1

−−

 2

Ely

 2

−−

 3

Frank

 5

−−

 6

Goldie

 5

−−

12

 

  • After reading the problem, call on one student to remind the class which number is the part (numerator) and which number is the whole (denominator).  This will help them think about using the strip paper to find the placement of the runners.
  • The teacher will have students get with a partner to work on the problem.  Teacher will ask students to raise hand if they do not have a partner.
  • With the partner, the students will find where each runner should be on the race course.  The students will place a mark on the strip of paper exactly where each runner will be and will write their justification for each runner’s placement.
  • As the students work with their partner, the teacher will circulate around the room to conference with students and provide clarification, as needed.
  • Students will participate in self-assessment during the lesson.  After approximately 15 minutes, teacher will ask for one partner in each group to put a thumb up if they have the placement of 3 runners or a thumb sideways if they have 2 done.  Tell students that they have approximately 20 more minutes to work.
  • With 10 minutes left, have one partner put a thumb up if they have the placement of 6 runners and a thumb sideways if they have the placement of 5 runners.
  • Teacher will continue to circulate and observe the students working.

Extensions:

Students that finish the word problem will be given the “try this” problem.  The problem reads, “There is a water station at 9/16 of a mile.  Mark the location of the water station on your race course.  How far is each runner from the water station?  Express your answer as a fraction.”

 

Closure (5 minutes):

The teacher ask one group to share their strategy for solving the problem.

 

Assessment:

Teacher will observe students working together in partners and working quietly independently.  Teacher will grade the comparison worksheet. Teacher will collect and analyze the strategies used in the race course problem to assess if more instruction is necessary.

 

 

DRAFT: This module has unpublished changes.