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Name: Dana Egan Cohort: C2

Lesson Plan

Lesson Title: Comparing Fractions Grade: 6 Date: December 11th Subject/Strand: Mathematics/ Number Sense and
Numeration Location: Classroom Times: 8:30-10:00 am

Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring

In this lesson, students will be given fraction statements where they will have to prove why the statement is correct or
incorrect. Students can use manipulatives to help explain their thinking. Once finished, students will move to new group and
assess how they solved the problem and if they are indeed correct with their thinking. Students will then complete an exit ticket
to continue to practice their overall understanding of comparative fractions.


Ontario Curricular Overall Expectations (numbers from documents and details)

Grade 6:

read, represent, compare, and order whole numbers to 1 000 000, decimal numbers to thousandths, proper and improper
fractions, and mixed numbers;

Ontario Curricular Specific Expectations and Achievement Chart Categories

(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number o f expectations (1 or 2),
connect to assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C);

Grade 6:
represent, compare, and order fractional amounts with unlike denominators, including proper and improper fractions and
mixed numbers, using a variety of tools and using standard fractional notation (T/A)

Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in
language that students can readily understand.)

Today I will learn…

● To show my thinking when it comes to proving why a fraction is greater or less than the comparative

Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [ X] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s
learning: evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand).
Indicate the Achievement Chart criteria.

● Identify which fraction is greater or smaller by using manipulatives to support my thinking (A()K)
● I can explain why a fraction is greater or smaller based on which kind of fraction is being solved (C)(T)

Assessment Mode- Written, Oral, Assessment Strategy and Assessment Tool - Instrument used to
Performance (Write, Say, Do) Task for Students- assess; Record Keeping format
What are the students doing to
Write/Do show their learning? Class tracking sheet. Organized by student
name, overall expectation and specific
Students will be explaining their expectation. Check Mark=strong
thinking when it comes to understanding, O=possible revisit, X=needs
proving why a statement is further support/does not understand, educator
incorrect with the given will also track the learning skill on this sheet
comparative fraction. (independently)

Students will hand in their exit ticket that

demonstrates their understanding of
comparative fractions.
Students will hand in the sheet that has their
problem on it.


Prior to this lesson….

Students have worked through three different comparative fractions and used their thinking skills to explain why they believed
one fraction was greater or less than the other fraction.

I.E.P. program implications: Accommodations, Modifications

E: Grade 5 Math, works at grade six level for now, modifications if needed
B: Grade 5 math, changing numbers to grade ⅘
S: Chromebook, Grade 2 language, changing numbers to gr. 4
R: Chromebook
J: Chromebook if necessary
N: Chromebook
Differentiation: Content, Process, Product, Environment, Assessment

Process: Students will be working in pairs and using white boards to solve the answer. Students can use manipulatives to
show their thinking with snap cubes, fraction strips and Cuisenaire rods.
Content: Students will be given enough time to finish each fraction.

Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ ] independent work, [ ] collaboration, [ ] initiative, [ ] self-regulation

Collaboration: The student accepts various roles and an equitable share of work in a group. The student responds positively to
the ideas, opinions, values, and traditions of others.
Organization: The student establishes priorities and manages time to complete tasks and achieve goals.
Self-Regulation: The student seeks clarification or assistance when needed.

Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)

Improper Fraction: is a fraction In which the numerator is greater than or equal to the denominator.
Mixed Fraction: A whole number and a fraction combined into one missed number
Number Line: is a picture of a graduated straight line that serves as abstraction for real numbers.
Numerator: The number above the line in a common fraction
Denominator: a number below the line in a common fraction

Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information T echnology (ICT) in your lesson
plan where appropriate.

Number line
Variety of improper and mixed fractions
Snap cubes
Fraction strips
Cuisenaire rods

Three Part Lesson Identify what the students are expected to think about or do.

What Teachers Do: Write the lesson description with What Students do: Identify what the students are
enough detail that another teacher could replicate the expected to think about or do (in terms of learning
lesson without a personal discussion. Prompts and processes).
guiding questions are required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.

Time: 10 minutes
Student will read their learning goal and repeat
The teacher will read out the learning goal and the students Students will be shown the fraction 10,000/12.
will repeat it back to the teacher.
Students will be asked if they can figure out what the mixed
Have the fraction 48/12 on the board. fraction would be if solved.

Ask students how what the mixed fraction would be.

Students will share with the class how they solved the fraction.
How can we solve this?
Students will then be shown how you can use long division in
when doing mixed fraction.
How did you do it?
-Have students show how they calculated to find the fraction. The teacher will show students the long division method on
chart paper.
Tell students a cool new way to check their math with
fractions. Students will be asked if they understand how we got 4 2/12.

On chart paper, do the 48/12 equation.

12 goes into 48 4 times. So the mixed fraction would be 4 Commented [1]: No remainder. 4 x 12 = 48
Commented [2]: Sorry typo, I changed the numbers
and forgot to change the remainder part of that
Ask the students if they see how we got that number. sentence.

Action: During /Working on it (time given for each component, suggested 15-40 min)

Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 30 Minutes

Groups will be in pairs and be given a comparative fraction Students will be put in groups of 2-3 and be given a statement
question where they will have to prove using manipulatives where they will have to prove why the statement is incorrect or
and their thinking for why one fraction is not greater or less correct.
than the other fraction.
Students can use fraction strips, Cuisenaire rods, snap cubes
Students will write their reasoning on lined paper. to help with the explanation of their answer.

Students are encouraged to use different manipulatives and Students will be writing their answers and thinking on lined
strategies to show their reasoning. paper.

The teacher will circulate the classroom listening to the If students need assistance, the teacher will be circulating to
number talks and reasoning. help with any misconceptions.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.

Time: 10 Minutes

Students will participate in a gallery walk where they will Students will move to a different table group (gallery walk)
rotate to the next table group. where they will assess another groups answer.

Students will look at what that group discovered, looking at Groups will assess based on organization, communication
their reasoning and assess their organization, communication and their over answer.
and their answers.
Students will provide feedback on the other groups answers in
If students have difficulty with the others groups answer, they order to correct any misconceptions.
will provide feedback on what they can improve on.
Students will fill out an exit ticket with 5 different comparative
Students will fill in an exit ticket where they will be given 5 fractions and have to determine which fraction is greater than,
fractions and they have to determine if a fraction is greater less than or equal to the comparative fraction.
than, smaller than or equal to the other fraction.
Students will hand in the exit ticket.
Students will hand in the exit ticket.
Students will input the fractions anchor chart into their math
Students will then input the fractions anchor chart into their cheat sheet book.
math cheat sheet book.
Extension Activities/Next Steps (where will this lesson lead to next)

From the conversation in the consolidation, the next steps will be determined.

Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson.
Questions should vary over the week and specific plans.

Learner Empowerment
1. How did students show
understanding of expectations?
2. How did my lesson transform
students from “passive listeners” to “active
3. Was my behavior management
technique effective? Why?
4. Were students able to transition to
the next activity successfully?
5. How does the lesson provide a
meta-cognitive opportunity for students to
address their own learning?

Instructional Strategy
1. Was my motivational technique
(hook) effective? Why?
2. What will I do to improve
questions? Was a balance between teacher
and student talk evident?
3. How did the task provide a Rich
Performance opportunity or other way of
actively demonstrating knowledge?
4. How did I provide modeling,
guided &/or independent practice?
5. Was my behavior management
technique effective? Why?
6. Were students able to transition to
the next activity successfully?
Professional Educator
1. What factors may have influenced the success of
this lesson? Did I note and respond to these
elements appropriately?
2 How might I improve the effectiveness of my
teaching for my next lesson?
3 What additional proactive management step(s)
should be considered for subsequent lessons? Why?
4 What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5 How is my growth as a professional being