SIOP Lesson Plan Template 3: Level 1-3

Topic: Comparing and Writing

Fractions

Class: 3rd Grade - Math

Content Objectives:

Language Objectives:

Students will be able to identify

which fractions are greater than,
less than, or equal to one another.

Students will be able to define the word equivalent thorough TPR and simple
sentences.

Students will be able to apply

fractions to real life situations.

Date: 4/15/13

Students will be able to pronounce fraction terms, specifically emphasizing the th

sound. (EX. One-fifth)
Students will be able to identify which number is the denominator and which is the
numerator in a given fraction.
MPI: Students will be able to identify which fractions are greater than, less than, or
equal to one and another using number lines, visual representations, and
manipulatives.

Key Vocabulary:
1.
2.
3.
4.
5.
6.
7.
8.

Materials (including supplementary and adapted):

Equivalent
Similar
Alike
Less Than
Greater Than
Fraction
Numerator
Denominator

SmartBoard (or Large White Board)

Dry Erase Markers
Projection of Number Lines
Projection of Worksheet
Printed Worksheets from Text Book
Individual Dry Erase Boards
Pencils, Dry Erase Markers, and Erasers

Higher-Order Questions:
1. What does the word equivalent mean?
2. How do we identify which fraction is greater?
3. Would you rather of a pizza or of a pizza?

Time:
1 Math Block
(45 Minutes)

Activities
Building Background
Links to Experience: To link to experience, I will begin my lesson by introducing the common
concept of comparison. I will project to pizzas on the screen, one is cut in half and the other in
thirds. I will ask the students if they would rather have of a pizza or 1/3 of a pizza for dinner.
When they respond that they would rather have of a pizza, I will ask why. I will wait for a
response and then go on to explain that 1/2 is more, or greater than, than 1/3.
Links to Learning: I will ask the students how we previously defined the world equivalent. I will
ask the to come up with words that have a similar meaning to the word equivalent. I will then

(Developed by John Seidlitz. Used with permission.)

Copyright 2010 Pearson Education, Inc. or its affiliates. All rights reserved.

[#5270]

SIOP Lesson Plan Template 3: Level 1-3

explain that fractions can be greater than, less than, or equivalent to each other. I will project a
number line worksheet on the SmartBoard, and explain that not only can number lines be used for
counting; they can also be used for comparison.
Key Vocabulary:
Equivalent
Similar
Alike
Less Than
Greater Than
Fraction
Numerator
Denominator
Time:
1 day
(45 minutes)

Student Activities (Highlight all that apply for activities throughout lesson):
Scaffolding:

Modeling

Guided

Independent

Grouping:

Whole Class

Small Group

Processes:

Reading

Writing

Strategies:

Hands-on

Meaningful

Partners

Listening

Independent

Speaking

Links to Objectives

First, I will introduce the idea of comparison. I will incorporate real life examples, such as Would
you rather have of a pizza or 1/3 of a pizza for dinner? I will use that example to explain that
numbers and fractions can be greater than, less than, or equal to one and another. I will explain that
5 is greater than 2, but for today we are going to focus on equivalent numbers, or fractions. I will
project two equivalent pieces of pizza on the screen to model what it means to be equivalent.
Then, I will ask the students what it means to be equivalent to each other. I will direct their
attention our Math Term Wall. Earlier in the week, we had come across the word equivalent in
our math text and created similes for the word. I will ask the students to look at our Math Term
Wall and redefine the word equivalent. I will instruct them to turn and talk to their neighbor or
partner and compare definitions, and then I will ask them to get in groups of four and discuss the
definition as a group. Then, I will pose the question, What does the word equivalent mean? to the
whole class.
After we finish defining the word equivalent, I will ask the students to take out their Math
Workbook and turn to page 93. I will project the same page on my SmartBoard. Together we will
complete the next two pages in the workbook. I will model the first problem for the class on the
SmartBoard.
Then, for the second problem, I will read the question aloud to the class and then ask them to work
with the person next to them to solve the problem. After a minute or two, I will ask for a volunteer
to come up to the SmartBoard and write their answer on the projected worksheet.
For the last two problems on page 94, I will ask the students to complete the problems on their own
and then compare their answers with their partners. As they complete these last two problems, I will
walk around the class and monitor their progress and check their answers. I will look for accurate
answers and prompt the kids to interact with each other and share the work. I will listen to see if the
kids of pronouncing the th sound.

(Developed by John Seidlitz. Used with permission.)

Copyright 2010 Pearson Education, Inc. or its affiliates. All rights reserved.

[#5270]

SIOP Lesson Plan Template 3: Level 1-3

Once I feel as though everyone in the class is almost finished, I will ask for two more volunteers to
go up the SmartBoard and record their answers. I will again take control of the class and go over
their classmates answers. I will make sure that I explain the problem and ask the children to explain
their reasoning. I will prompt the children to answer in complete sentences and emphasize the th
sound. (EX. Five-sixths is equivalent to ten-twelfths.)
Next, I will have the students take out their white boards. On my SmartBoard, I will project one
number line that is divided into fourths and one number line that is divided into eighths. The number
lines will be parallel to one and another. I will explain that not only can number lines be used to
counting, but they can also be used to compare numbers or fractions.
Under the number lines is the problem, 2/4 = ?/8. I will ask the students to use the number lines to
find the equivalent fraction. After a few seconds, I will ask them to talk to their partner and write the
equivalent fraction on their white board, and then a minute or so later, I will have the students hold
their boards up in the air for me to see their answers.
I will repeat this same activity, two more times. First, with 2/3 and 4/6. And then, again with 1/5 and
3/15. Each time I will display two new number lines and have the kids respond on their white
boards. I will call on one student to pronounce the two equivalent fractions each time. I will make
sure they are emphasizing the th sound.
Finally, I will ask the students to turn to page 95 in their workbook. I will project the same
worksheet on my SmartBoard. I will read the directions aloud and ask the students to complete the
problem with the person next to them. I will walk around the class to observe the progress and
determine whether or not the students are grasping the material. I will look for accurate answers and
prompt the kids to interact with each other and share the work. I will listen to see if the kids of
pronouncing the th sound. I will go back to the front of the class and call on students to answer
each part of the question. Again, I would make sure they are using complete sentences and
emphasizing the th sound.
Review and Assessment (Highlight all that apply):
Individual

Group

Written

Oral

Sample Output (Evidence):

I will look for accurate answers and prompt the kids to interact with each other and share the work. I
will listen to see if the kids of pronouncing the th sound. I will not focus on the use of complete
sentences, but I will prompt the kids to say (a fraction) is equal to (another fraction). I will
provide them with sentence stems and support.
Review Key Vocabulary: I would keep emphasizing the words equivalent, numerator, and
denominator throughout the lesson. I would provide the kids with the sentence stem This fraction
is EQUIVALENT to The vocabulary words would also be incorporated in the homework.
Review Key Content Concepts: To review, I will assign the following workbook page (pg. 96) for
homework. Page 96 is very similar to page 95 and incorporates similar number lines. The 5
problems on the worksheet will help students to review concepts covered in class (such as the use of
a number line) and then expand on similar, but new concepts. The homework emphasizes
comparison and equivalence.

(Developed by John Seidlitz. Used with permission.)

Copyright 2010 Pearson Education, Inc. or its affiliates. All rights reserved.

[#5270]