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11/8/2017
CCSS.MATH.CONTENT.3.NF.A.3.D
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 <, and justify the conclusions, e.g., by using a
visual fraction model.
CCSS.MATH.CONTENT.3.NF.A.2
Understand a fraction as a number on the number line; represent fractions on a number line diagram.
I can statement or other way of communicating to students the goal of the lesson:
I can compare and order 2 or more fractions with the same denominator using pictures, number lines
and models (bar models).
How this lesson relates to previous lessons and/or DATA (why are you teaching this?):
This lesson is the 5th lesson that I have taught in a series of lesson on fractions. So far students have
learned that fractions are composed of a number and a denominator and refer to a unit of
measurement. They also have learned that fractions can be represented as a number on a number line
between the whole numbers 0 and 1. In addition to all of this student have learned that fractions can be
multiplied and divided to find equivalent and simplified fractions. Now, we are teaching students how
to compare multiple fractions to find which ones are greater than or less than.
Steps/Procedure:
Focus Lesson: 10 “Next we are going to do a watch, listen, learn. I need all supplies put
away and when I hear everyone’s silent voices and see everyone’s
eyes on me i’ll know we are ready to learn”
Model example:
*Compare the fractions and label them greatest to least using Learn p.
130.
*Create a number line that orders the fractions from greatest to least
between the whole numbers 0 and 1.
GP: 8 “This is a you and a partner do; you may whisper solve the first
problem on the board. I will hand out each person a paper, your name
goes on the top and you may begin whisper solving.”
Focus Lesson: “We are going to go back to do a watch, listen, learn. I need all
supplies put away and when I hear everyone’s silent voices and see
everyone’s eyes on me i’ll know we are ready to learn”
Model Example:
*Use a candy bar scenario to describe the way each fraction is split
below. Then compare and order each bar graph from least to greatest.
Academic/Social/Linguistic Supports for individual students. Part of this MUST include your
plan for SPECIFIC ELL students (you can name them here or put an initial):
1. Sunip: He has a strength in math and is great with math facts but can benefit from
extra support when reading calendar and answering the different components that
require heavily math specific language.
Assessment (How you know they understood your goal) AND a plan for students on how they
can apply/reflect on feedback:
1. I will assess students with anecdotal notes during the workshop stations.
2. I will also review their exit ticket problems to identify what level of understanding each
student has reached when comparing and ordering fractions with the same
denominator using pictures, number lines and models (bar models).