Lesson 4

Subject: Mathematics Course/Grade: Grade 5 Unit 5: Fraction Sense and Manipulation, Lesson 4: Comparing Fractions Using as a Reference Instructional/Content Objective: Students will work independently to correctly compare twenty out of twenty-five fraction pairs with different denominators by comparing each fraction to one half using the mathematical symbols, <, >, and = (4.NF2). Curriculum Framework Standards: Through discussion, direct instruction, practice, and application, students will (4.NF2) 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. Lesson Procedure I. Preparation Phase: Build background knowledge 1. Students will open their notebooks, write the days objective and answer the Math Message and MCAS question of the day. 2. Introduce the days objective by having two students read it directly from the board and two students express the objective in their own words. 3. Point out the guiding questions and ask students which question the objective addresses. Vocabulary 4. Call the class expert(s) for benchmark fraction to the board. Display their vocabulary boxes, ask the student(s) to explain the definition of each word, and ask their prepared questions to the class. Ask if the students have any questions for the expert(s). The students will be in the expert chairs for the class and will be available during the whole lesson if any students have questions or need help. Arouse curiosity 5. Show students the model of a pizza. Ask students if they would prefer to have 2/4, 4/10, or 11/20 of the pizza. Call three students to the front of the room and give each of them one of the designated fractions of the model pizza. 6. While students assemble the pizza, ask students in the class to identify which student has less than half of a pizza, which student has exactly one half and which student has more than half. 7. Ask how they know. Explain that is a benchmark fraction because it is very familiar to us. 8. We are going to use the benchmark fractions to compare fractions with different denominators. II. Assistance and Associations Phase 9. Divide students into three leveled groups to travel through three centers. The highest level group will begin with independent practice, the middle group will begin with hands-on game practice, and the lowest group will begin with teacher instruction. Asking Questions: Teacher Instruction 10. Complete the Smartboard lesson (slides attached). Allow all students the chance to use the Smartboard, record information in notebooks and explain the process to the group.

Lesson 4

11. Introduce the independent practice problems to the group and complete the first two problems together, answering any questions. Monitoring Understanding: Independent Practice 12. Students will work with a partner to complete the Saturns Ring comparison problems, and then work independently to complete the second page of comparison problems. Making Connections: Hands-on Application /Game Center 13. Students work as a group to create three fractions with the model pizzas. The three fractions must have different denominators. One must be less than one half, one exactly equal to one half, and one greater than one half. 14. Students play Fraction Top-it using benchmark comparison strategies. 15. Keep track of work, problems, and questions in math notebooks. III. Reflection and Readiness for Application: Reprocess the information learned 16. Ask students to return to their desks. Show the pizza fractions created by each group in the hands-on center and ask the class to identify which is less than, equal to, and greater than one half by the name of the fraction. Hang the visual pizza representations on the wall for the remainder of the unit. Check for Understanding 17. Ask students to write a real life example of fractions they would prefer to be less than, equal to, and greater than one half and why in their notebooks. Notebooks are left open to be checked daily. Share ideas if time permits.