LESSON PLAN OUTLINE

JMU Elementary Education Program

Erica Blaine
Jimmae Hamlett at Mary Williams Elementary School
1/29/2021 at 9:40am

A. TITLE/TYPE OF LESSON
 Virtual student small group: Reviewing making equivalent fractions.

B. CONTEXT OF LESSON
This lesson is coming at the end of the fractions unit where students have already been introduced to
modeling fractions using bars, circles, and number lines. Students will be continuing to practice
making equivalent fractions that have like and unlike denominators using models.

C. LEARNING OBJECTIVES
Understand – Students will be able to Know – Students will know: Do – Students will compare, identify,
compare proper fractions using the numerator, denominator, greater than, and use models.
terms is greater than, is less than, is less than, equal to, compare, least to
equal to, or is not equal to and the greatest, greatest to least, fraction,
symbols (˂, ˃, =, and ≠). part, whole.
Comparisons are made between
fractions with both like and unlike
denominators, with concrete or
pictorial models.

D. ASSESSING LEARNING
 Check for understanding by periodically asking the students to give me a thumb up for
understanding of the problem, thumb to the side if they still need more practice, or thumb down
if they need to do the same kind of problem again and don’t understand.
 At the end of the unit, there will be a unit test that assesses if the students understand.
E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)
 Standard: 3.2c Compare fractions having like and unlike denominators, using words and
symbols (, =, or ≠), with models.  
 Standard: 3.17 Create equations to represent equivalent mathematical relationships.
F. MATERIALS NEEDED
 White board (each student will use their own)
 Dry erase marker (each student will use their own)
 Fraction problems worksheet (teacher will use and provide; students do not require their own
copies)
 Braining camp to use manipulatives to make fractions models
G. PROCEDURE
 Introduce the review lesson by saying “This morning we will be practicing making equivalent
fractions, like we did yesterday”. Quick reminder to have the students share what a numerator
and denominator are, and what symbols we use to show greater than (>), less than (<), and equal
to (=). Use screenshare to show the fraction word problem and ask students how they can solve
this problem by using models (bars, circles, or number lines). Give wait time. Model solving the
problem on my whiteboard. Ask students if they would like to share how they solved it a
different way and still got the correct answer. Repeat for each problem. Wrap up small group by
reinforcing that fraction models are a helpful visual when making equivalent fractions. Give
students directions on when to log back onto Zoom for the later morning concurrent teaching
time.
H. DIFFERENTIATION
 Model and encourage the use of language for comparison of numbers, such as is between, is
closer to, is greater than, is more than, is less than, is fewer than, and is equal to in order to read
and write mathematical sentences in words.  
 Remember to emphasize that two fractions can only be equivalent if the “wholes” are the
same size. For example, one-half of a large pizza is not equal to 2/4 of a small pizza. Reminding
students that the whole matters when comparing fractions is a big idea that needs attention
within this learning experience.  
 Models, benchmarks, and equivalent forms are helpful in judging the size of fractions.  
I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
 Technical issues-Students won’t be able to view my whiteboard. I will then switch to
projecting the problem and having the students show me how they solved it, instead of doing it
together.
 The students need a refresher-Have the fractions review PowerPoint pulled up so that I can
give them a quick recap.
Worksheets/Problems