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ELD308-OrderingandComparingFractionLessonPlan

# ELD308-OrderingandComparingFractionLessonPlan

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04/17/2011

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Comparing and Ordering Fractions

Standards:
Number and Operations²Fractions 3 4.NF
Extend understanding of fraction equivalence and ordering.
-

1
. Explain why a fraction
a
/
b
is equivalent to a fraction (
n
×
a
)
/
(
n
×
b
) by using visualfraction models, with attention to how the number and size of the parts differ even thoughthe two fractions themselves are the same size. Use this principle to recognize andgenerate equivalent fractions.-

2
. Compare two fractions with different numerators and different denominators, e.g., bycreating common denominators or numerators, or by comparing to a benchmark fractionsuch as
1/2
. Recognize that comparisons are valid only when the two fractions refer to thesame whole. Record the results of comparisons with symbols >, =, or <, and justify theconclusions, e.g., by using a visual fraction model.
Objectives:
Students will be able to compare and order basic fractions such as:
1/
4,
1/
3,
1/2
, etc.and apply their knowledge to real-world situations.
Materials:
-

Fraction Packets-

Measuring Cups-

Fraction Strips-

Rulers-

White-Board-

Math Notebooks
B
efore Lesson:
The
students¶ math objective is: Comparing and Ordering Fractions.
³Boysand girls, remember how we began learning about fractions. What can you tell me aboutfractions? Turn and talk to a neighbor about what you are thinking.´ Let students discuss. Call onstudents raising their hands. ³Those were some great things that you learned about fractions.Boys and girls, do you know that we use fractions every day? Where can you find fractions ineveryday life or how can you use them in everyday life? Turn and talk to a partner about whatyou are thinking. Call on 5 students. ³Today, we are going to learn about comparing andordering fractions and how to apply them to real-life experiences.´
During Lesson:
Draw a circle on the board and divide it into four equal pieces. Color in one of the pieces of the circle. Ask students what this represents. Call on
1
student. Write the answer onthe board. Ask students what the top number and bottom number represents (numerator,denominator). Introduce the concept of equivalent fractions by passing out fraction strips to eachstudent. Ask students if they know of equivalent fractions and if they can define them. Write the

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