Bluefield State College

Daily Lesson Plan (Template)

Day 1

Name: Autumn Repass Date: 2/8/2021

Subject: Math Topic: Comparing fractions

Grade: 3rd Length of Lesson: 25 minutes

Big Idea (Essential Question): How can we compare fractions with the same denominator?

Domain: Number and Operations-Fractions

Standard: Explain equivalence of fractions in special cases and compare fractions by

reasoning about their size.

 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).

Cluster: Develop understanding of fractions as numbers

Specific Objective: Students will compare at least two fractions with the same denominator
by using models and reasoning strategies with 70% accuracy as demonstrated by formative
and summative assessments.

Introduction: To introduce the lesson the teacher will show a 3-minute video on a review of
fraction vocabulary such as denominator and numerator as well as how they will be learning to
compare fractions with like denominators. https://www.youtube.com/watch?v=fJOxpzfUNUs
The teacher will remind students that denominators can be remembered as the bottom number by
thinking of the “down” number, down denominator. The teacher will then ask four students to
come to the front and stand side by side. The teacher will go by and count each student as they
pat them on the head, “1, 2, 3, 4.” The teacher will then ask one of the students to get down on
their knees and ask the students how many are now still standing; the students should respond
with 3. The teacher will then ask the students how many are on their knees? The students should
respond with 1. The teacher will then tell students that ¼ of students are on their knees. The
teacher will explain that the denominator is the down number and it the number of students that
are participating, and the numerator is the number of students that are doing something different
than the others/the denominator. The teacher will again say that ¼ of students are on their knees,
only one student is doing something different than the others. The teacher will then move on to
direct instruction.
Method(s): Small group instruction, explicit instruction, modeling, effective questioning, open-
discussion, use of multiple modalities such as visual, auditory, kinesthetic, and tactile.

Materials: Smartboard, elmo, YouTube video, GoMath workbooks, paper to represent quilts,
dry erase paddles, markers, erasers, manipulatives, blank paper.

Direct Instruction: For direct instruction, the teacher will have students open their GoMath
books to page 514. The teacher will place the GoMath book under the elmo and read the first
problem to the students aloud. The teacher will have materials prepared for students to act out
and demonstrate the problem. The teacher will ask a girl to come be Christina and a boy to be
Jeremy. The teacher will hand students a piece of paper, Christina’s will have one block shaded
and Jeremy’s will have 2. The teacher will ask the students what the quilts have in common?
How can you compare these quilts? The teacher will review the word compare if needed. The
students should realize that both quilts have four squares, if they do not realize this the teacher
will prompt students to count the squares on Jeremy’s quilt and then count the squares on
Christina’s quilt. The teacher will write the number of each quilt on the board and tell the
students that the quilts have the same number of squares and this will be our denominator. The
teacher will then ask what it different about the quilts. The students should realize that one has
more shaded squares than the other. If the students do not realize this the teacher will prompt
students to count the number of shaded squares on Jeremy’s quilt and then ask the students to
count the number of shaded squares on Christina’s quilt. The teacher will allow the students
participating come up and write their number of shaded squares above the fraction line. The
teacher will remind students that this is the numerator. And then ask the students what the
bottom number is called and prompt, “Down…” the students should say denominator. The
teacher will then explain that if we are going to compare these fractions, we will look at the top
numbers because they are not the same. The teacher will explain that the bottom numbers are the
same so all we need to do is look at the top numbers, the numerators, and decide which of the top
numbers is bigger. The teacher will ask the students which top number is bigger, the students
should be able to see which is bigger and then the teacher will write the greater than sign towards
the fraction with the larger numerator. The teacher will review the greater alligator sign and
explain that the sign will eat the larger number. The teacher will move on to question two in the
GoMath book. The teacher will read the problem and draw a visual on the board. The teacher
will instruct students to fill in their answers in their book and follow along. The teacher will
model on the board the fraction 3/6 by shading in 3 of the 6 circles in the problem. The teacher
will continuously have students repeat which number is the numerator and denominator and
count the circles as they shade them. After the circle’s are shaded the teacher will as students
which top number is bigger. The teacher will then ask the students which way the greater
alligator sign will go between the two fractions. The teacher will do one more example with
students on the board and then move on to guided instruction.

Guided Practice: For guided practice the teacher will hand out dry erase paddles, markers, and
erasers. The teacher will instruct students to continue to follow along in their GoMath books as
they complete a few more problems together. The teacher will move on to the next problem and
ask the students what the denominator is in the first fraction. The students write the number on
their paddle and hold it up when the teacher counts to 3. The teacher will then ask what the
numerator is in the first fraction. The students will write the number on the paddle and hold it up
on the count of 3. The teacher will do the same for the next fraction. The teacher will then have a
student read the problem aloud. The teacher will ask the students what do we do next? The
teacher will listen to student’s feedback and correct or explain as needed. The teacher will then
ask students how many blocks they’ll be shading in and have students write it on their paddle.
The teacher will then have students shade in their blocks in their book. The teacher will walk
around to monitor students understanding. The teacher will then ask students how many blocks
they will shade for the next fraction and write it on their paddle. The teacher will instruct
students to fill in the number of blocks in their book. The teacher will be filling in his/her book
along with the students. The teacher will then ask students which fraction is bigger? How do you
know? Students should say either the top number is bigger, or the fraction strip has more blocks
shaded in. The teacher will then ask students to write both fractions on their paddle’s leaving
enough space for a greater than, less than, or equal to sign. The teacher will ask students to draw
their sign showing which fraction is bigger and they will hold it up on the count of 3. The teacher
will correct and explain as needed. The teacher will do the next problem with the students using
the paddles and checking for understanding before moving on to independent practice.

Independent Practice: For independent practice the students will complete a fraction worksheet
activity. The teacher will then check the problems with the students and explain/reteach further if
needed.

Differentiation: Students will be presented with different modalities of instruction such as

visual, auditory, kinesthetic, and tactile. The students will be given a blank sheet of paper to use
to draw visuals and use colored manipulatives if needed to complete the independent practice
activity. The teacher will leave the examples worked out in the GoMath book up on the smart for
students to look at for reference if needed. If a student is struggling the teacher will provide one-
on-one instruction while others are completing the independent practice activity.

Formative Assessment: Students will be formatively assessed during the direct instruction and
guided practice activity.
Summative Assessment: Students will be assessed on their independent practice activity as well
as a post unit assessment.

Lesson Closure: To close the lesson the teacher will ask the essential question, “How can we
compare fractions with the same denominator?” The teacher will review the terms denominator
and numerator and quiz students on which is which with their paddles. The teacher will then ask
students to write two fractions on their paddles and show which one is bigger using the greater
than or less than sign. The teacher will assess student’s knowledge of the concept and then ask
students to write two equal fractions on the paddles. Lastly, the teacher will ask students to draw
the fraction 2/5 using circles. The students should know to draw five circles and shade two of
them. As an exit ticket the students will need to write one last fraction on their paddle with the
correct sign showing which is bigger.
Time & Resources:

Go Math Teacher Edition. Houghton Mifflin Harcourt. 2019

Independent Practice Activity:

 Bluefield State College
Daily Lesson Plan (Template)
Day 2

Name: Autumn Repass Date: 2/9/2021

Subject: Math Topic: Comparing Fractions

Grade: 3rd Length of Lesson: 25

minutes

Big Idea (Essential Question): How can we compare fractions with the same numerator?
Domain: Number and Operations-Fractions

Standard: Explain equivalence of fractions in special cases and compare fractions by

reasoning about their size.

 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).

Cluster: Develop understanding of fractions as numbers

Specific Objective: Students will compare at least two fractions with the same numerator by
using models and reasoning strategies with 70% accuracy as demonstrated by formative and
summative assessments.

Introduction: To introduce the lesson the teacher will play a 3-minute video on YouTube on
how to compare fractions with the same numerator. https://www.youtube.com/watch?
v=lWnto11KcPA The teacher will then do a brief review of what the students learned in the
previous lesson and then ask students if they like pizza and cookies? The teacher will explain
that in this lesson as we learn to compare fractions with the same numerators, we will be using
pizza and cookies to share between all of us. The teacher will pull up a picture of a little ceasar’s
pizza on the smart board and ask students to count the pieces in the picture. The teacher will then
ask the students to count the number of students in the room. The teacher will ask the students if
there is enough pizza for everyone to get a piece? The teacher will then ask if there is enough for
everyone to have 2 pieces or 3 pieces. The teacher will then explain that for everyone in the
room to have 2 or 3 pieces of pizza out of the same pizza box, we will need to cut the original
pieces smaller and this is what we will be doing with our numerator in the fraction.

Method(s): Small group instruction, explicit instruction, modeling, effective questioning, open-
discussion, use of multiple modalities such as visual, auditory, kinesthetic, and tactile.
Materials: Smartboard, elmo, GoMath workbook,

Direct Instruction: For direct instruction the teacher will have students open to page 519 in
their GoMath books and the teacher will place his/her book under the elmo for students to see on
the smartboard. The teacher will ask students to read the first fraction and then ask students
which number is the numerator, and which number is the denominator. The teacher will then
read the problem out loud to the students and then ask the students to think about the size of the
pieces of pizza in the problem and the example that we just discussed in the introduction of the
lesson. The teacher will ask the students which table they think Marko will sit at to eat more
pizza. The teacher will then refer to the visuals in the workbook and ask students to count how
many pieces are in the first one and then count how many are in the second one. The teacher will
ask the students if the pizzas have the same number of slices. The students should realize the
numbers are different and they do not have the same number of slices. The teacher will then ask
the students if the numbers have the same denominator. The students should realize that they do
not, and the teacher will add that the denominators, down numbers, are different but the
numerators are the same. The teacher will then explain that we need to compare the numbers or
the size of the slices of pizza at each table. The teacher will give the students two pieces of paper
with a circle on each and ask the students to draw 6 lines to make 6 pieces of pizza, the teacher
will do the same on the elmo. The teacher will then ask students to draw 8 lines for 8 pieces of
pizza on the second page. The teacher will do the same under the elmo. The teacher will then ask
students to cut out the slices of pizza and compare their size. The teacher will instruct students to
place on slice from one pizza on top of the other slice from the other pizza and see which is
bigger. The students should be able to see that the slice from the pizza with 6 slices is bigger than
the piece from the pizza with 8 slices. The teacher will then ask students, if the slice from the
pizza with 6 slices is bigger, will Marko be eating more pizza at that table? The teacher will
explain because the pieces of pizza are bigger that they will be eating more pizza and even
though the other table has more slices, they are smaller so they will not be eating as much pizza.
The teacher will then write the fractions on the board and ask the students which fraction is
larger. The teacher will then ask the students which symbol they will use to show this fraction is
larger and remind students that the alligator eats the larger fraction. The teacher will instruct
students to fill in appropriate answers on their GoMath page and move on to the next page. The
next problem uses fraction strips, and the teacher will work through the problem using effective
questioning to check students understanding. The teacher will explain that when comparing
fractions that have the same numerator, the larger fraction is the one with the fewer pieces in the
whole. The teacher will consistently remind students that just because there are more pieces does
not mean the fraction is bigger, we must look at the size of the pieces to make the determination.

Guided Practice: For guided practice, the teacher will ask students to turn to the next page I
their workbook and ask them to get out a colored pencil of their choice, their dry erase board
paddle, marker, and eraser. The teacher will ask one of the students to read the first question
aloud to the students. The teacher will then ask students to read the first fraction, 1/6. The teacher
will ask which number is the numerator and ask students to write it on their paddle and show it
on the count of 3. The teacher will then ask students to read the second fraction, ¼ and ask
students which number is the numerator and have students write it on their paddle. The teacher
will then ask students to shade in one portion of the 1/6 on their workbook and one portion of the
¼. The teacher will then ask students to think about the pizza slices and ask students which slices
of pizza look bigger? The students should know that the ¼ slices are larger. The teacher will then
ask students which fraction is bigger and ask students to write it on their board. The teacher will
then ask students to write both fractions on their board and write the sign in the middle that
shows which fraction is larger. The teacher will check for understanding and explain or reteach
as needed. The teacher will then work problems 2-4 with students and have students draw visuals
on paper to compare the sizes of the fractions. The teacher will have students write their answers
on their boards to check for understanding. The teacher will then allow students to finish
problems 5-7 on their own checking the problems together as they go.

Independent Practice: For independent practice the teacher will assign problems 8-13 on page
521 in their GoMath worksheet. The teacher will go over the problems with the students and
reteach/explain further if needed.

Differentiation: Students will be presented with different modalities of instruction such as

visual, auditory, kinesthetic, and tactile. The students will be given a blank sheet of paper to use
to draw visuals and use colored manipulatives if needed to complete the independent practice
activity. The teacher will leave the examples worked out in the GoMath book up on the smart for
students to look at for reference if needed. If a student is struggling the teacher will provide one-
on-one instruction while others are completing the independent practice activity.

Formative Assessment: Students will be formatively assessed during the direct instruction and
guided practice activity.

Summative Assessment: Students will be assessed on their independent practice activity as well
as a post unit assessment.

Lesson Closure: To close the lesson the teacher will ask the EQ, “How can we compare
fractions with the same numerator?” The teacher will then ask students, “When we look at two
fractions with the same numerator, do we look at how many pieces there are or how the pieces
are?” The teacher will listen to student’s feedback and correct students if needed. The teacher
will then ask students if the numerator is the top or bottom number of the fraction, and then ask
the name of the bottom number of the fraction. The teacher will lastly have students complete an
exit ticket by writing two fractions on their paddle, 4/8 and 4/5. The teacher will ask the students
to write both fractions on paddle leaving room in the middle to write the correct sign. The
teacher will prompt students to draw a visual of a pizza if they need to. This will help to assess
the student’s knowledge of the concept.

Time & Resources:

Go Math Teacher Edition. Houghton Mifflin Harcourt. 2019

Guided Practice and Independent Practice Activities

Bluefield State College

Daily Lesson Plan (Template)
Day 3

Name: Autumn Repass Date: 2/10/2021

Subject: Math Topic: Comparing fractions

Grade: 3rd Length of Lesson: 45 minutes (2 day lesson)

Big Idea (Essential Question): What strategies can you use to compare fractions?
Domain: Number and Operations-Fractions

Standard: Explain equivalence of fractions in special cases and compare fractions by

reasoning about their size.

 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).

Cluster: Develop understanding of fractions as numbers

Specific Objective: Students will compare fractions using models and strategies involving the
size of the pieces in the whole with 70% accuracy as demonstrated by formative and
summative assessments.

Introduction: To begin the lesson the teacher will play the interactive student video on
ThinkCentral. https://www-
k6.thinkcentral.com/content/hsp/math/gomath/na_ncc/gr3/online_interactive_teacher_book_978
0544747982_/G3_Chp9_L4/launch.html?edition=student&pmtVersion=2018&state=nasta
This interactive video tells a short story that incorporates the concept of comparing fractions.
The video walks the students through an example problem step by step and gives them an
introduction to what they’ll be learning. After the video the teacher will ask students how they
will be comparing fractions, for example what signs? The students should respond with “greater
than, less than, and equal to signs”. The teacher will then ask students how they can compare
fractions with the same denominator or down number. The students should reply with looking
the top number and seeing which one is bigger. The teacher will then ask the students how to
compare fractions with the same numerator. The students should respond with “deciding which
fraction has fewer pieces, or which fraction has bigger pieces”. The teacher will then explain that
sometimes fractions won’t have any of the same numbers and we’re going to learn how to
compare those and practice on how we decide how we’re going to compare.

Method(s): Small group, teacher modeling, open discussion, effective questioning, multiple
modalities including visual, auditory, tactile and kinesthetic.

Materials: Smartboard, elmo, GoMath workbooks, guided practice activity with slips of paper.

Direct Instruction: For direct instruction the teacher will ask the students to get out their
GoMath books and turn to page 525. The teacher will place their book under the elmo for
students to see up on the smart board. The teacher will then read the first problem out loud to
students and then ask students to circle the two numbers or fractions that they will be comparing.
The teacher will then ask students the say the first number, and then the second. The teacher will
then explain that since the numbers in the fractions are all different, that we need to look at the
denominator and see how many pieces we have. The teacher will draw a pizza on the board with
the denominator of one of the fractions and then another pizza with the denominator of the
second fraction. The teacher will ask the students which pizza has more pieces and the students
should respond with 5/6. The teacher will then ask if that pizza has more pieces does that mean
its larger? The students should respond with no, the pizza with fewer pieces has larger pieces so
it is bigger. If the students do not remember this from the prior lesson the teacher will explain it
again using the visuals drawn on the board. The teacher will then explain to students that we can
compare fractions by comparing missing pieces from a whole. The teacher will erase the first
pizza drawn and then draw 2 more with the fractions given and leave out one piece of each pizza.
The teacher will ask the students again which fraction they think is bigger by looking at the new
pizzas with the missing piece. The students should be able to see that the one of the pizzas is
missing a bigger piece than the other, if the students do not make this connection the teacher will
point it out. The teacher will then ask the students to count out the pieces out loud of the larger
piece. The teacher will then ask the students to count out loud the pieces of the pizza with the
smaller piece. The teacher will remind students that if we make visuals and draw a pizza or a
cookie then we can see which missing piece is bigger which tells us which fraction is larger. The
teacher will do another example with the students and draw visuals on the board. The teacher
will then work the next problem with the students which is comparing fraction with the same
denominator. The students should remember how to compare this problem but if they don’t the
teacher will review the concept. The teacher will then explain that before we compare these
fractions, we had to decide how we would do it, which is looking at the denominators which
were the same. The teacher will explain that there are strategies we can use to compare fractions
and they are looking for the same denominators, looking for the same numerators, or drawing a
visual and looking for the bigger missing piece of the whole. The teacher will do one more
example for the students and ask them which strategy they can use to compare these fractions.

Guided Practice: For guided practice the teacher will ask students to turn to the next page in
their workbook and look at numbers 1-5. The teacher will ask someone to read question 1 and
then ask students what the two fractions are that we are comparing. The teacher will then ask
students to identify what strategy we can use to compare these fractions. The students should
notice that none of the numbers are the same, and then also looking at the visuals given for
number 1, see that they are using the missing piece strategy. The teacher will then ask the
students which fraction is bigger and remind them to look for the bigger missing piece. The
students should answer with the appropriate answer. The teacher will then ask students to read
the next question out loud. The teacher will ask one student to come to the front and take the role
as teacher and read the question and walk the other students through the problem step by step.
The teacher will prompt the student and interject as needed to help the student understand the
concept and teach it to the others. The teacher will then have another student come up and do the
same for the third and fourth problem. The teacher will then review the problems with the
students. The teacher will then give students 3 problems in which they have to compare fractions
and match the correct strategy to the problem. The students will be given the problems on slips
of paper and they will have to match then to the other slips with the correct strategy.
Independent Practice: For independent practice the teacher will assign students problems 6-11
on page 527 to complete on their own. The teacher will give the students manipulatives and a
blank sheet of paper to draw visuals on if needed. The teacher will review the problems with the
students and reteach or clarify if needed. The teacher will then take the problems up for a grade.

Differentiation: Students will be presented with different modalities of instruction such as

visual, auditory, and tactile. The students will be given a blank sheet of paper to use to draw
visuals and use colored manipulatives if needed to complete the independent practice activity.
The teacher will leave the examples worked out in the GoMath book up on the smart for students
to look at for reference if needed. If a student is struggling the teacher will provide one-on-one
instruction while others are completing the independent practice activity.

Formative Assessment: Students will be formatively assessed through effective questioning in

class participation, a guided practice activity, and an interactive game on Splash Learn.

Summative Assessment: Students will be assessed on their independent practice activity and a
post unit assessment.

Lesson Closure: To close the lesson the teacher will ask the essential question, “What strategies
can you use to compare fractions?” The teacher will listen to the students answers and they
should say to look for the same denominator or numerator or look for the missing pieces. The
teacher will then ask students how we can look for the missing pieces. The teacher will remind
students to draw visuals of a cookie or pizza to find the larger piece and compare fractions. The
teacher will then allow each student to come to the smartboard and play the interactive game on
Splash Learn to test their knowledge on the concept. The teacher will assess the student’s
knowledge on the answers that they are submitting during the game.

Time & Resources:

Go Math Teacher Edition. Houghton Mifflin Harcourt. 2019

Guided Practice Activity:

Independent Practice Activity:

 Bluefield State College
Daily Lesson Plan (Template)
Day 4

Name: Autumn Repass Date: 2/11/2021

Subject: Math Topic: Compare fractions

Grade: 3rd Length of Lesson: 30 minutes

Big Idea (Essential Question): How can you compare and order fractions?
Domain: Number and Operations-Fractions

Standard: Explain equivalence of fractions in special cases and compare fractions by

reasoning about their size.

 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).

Cluster: Develop understanding of fractions as numbers

Specific Objective: Students will compare fractions using models and strategies involving the
size of the pieces in the whole with 70% accuracy as demonstrated by formative and
summative assessments.

Introduction: To begin the lesson the teacher will play the interactive student video on
ThinkCentral. https://www-
k6.thinkcentral.com/content/hsp/math/gomath/na_ncc/gr3/online_interactive_teacher_book_978
0544747982_/G3_Chp9_L5/launch.html?edition=student&pmtVersion=2018&state=nasta
This interactive video tells a short story that incorporates the concept of comparing and ordering
fractions. The video walks the students through an example problem step by step and gives them
an introduction to what they’ll be learning. After the video the teacher will ask students the 3
strategies, we can use to compare fractions. The students should know the three strategies which
are looking for the same denominator or numerator and looking for the missing piece. The
teacher will then tell students that in this lesson are going to learn how to order fractions from
least to greatest or from greatest to least. The teacher will then ask all 5 of the students to come
to the front and the teacher will order them from shortest to tallest. The teacher will ask the
students how the teacher has order them in a line. If the students cannot figure out how they are
ordered, then the teacher will tell them they are ordered from shortest to tallest. The teacher will
explain that when we order fractions, we have to pay close to attention to the directions and how
they want us to order the fractions. The teacher will ten write 5 random numbers on the board
and ask the students to help him/her order them from smallest to greatest. The students will help
the teacher order the numbers.

Method(s): Small group, teacher modeling, open discussion, effective questioning, multiple
modalities including visual, auditory, tactile and kinesthetic.

Materials: Smartboard, elmo, GoMath workbooks, colored pencil, popsicle sticks for ordering
fractions activity.

Direct Instruction: For direct instruction the teacher will ask the students to get out their
GoMath books and turn to page 533. The teacher will place their book under the elmo for
students to see up on the smart board. The teacher will then read the first problem out loud to
students and then ask students to circle the two numbers or fractions that they will be compare
and order in the problem. The teacher will help the students identify the fractions if they need
help and ask as a review which number is the denominator and numerator. The teacher will then
ask students to get out one colored pencil. The teacher will tell the students to follow along in
their book and read step 1 aloud. The teacher will explain that they will be coloring the strip of ¼
to equal the ¾ fraction I the problem. The teacher will explain that we look at the denominator in
the ¾ fraction and we know that it is 4 so we need 4 blocks which they have given to us in the
picture. The teacher will explain that now we have to shade in the number that is on the top, the
numerator. The teacher will ask the students what number that is and then count aloud with the
students as they count to 3 and shade in the blocks. The teacher will then explain that we need to
shade in the next fraction so how many blocks will we have? The teacher will say we have 8
blocks and then count aloud with the students. The teacher will then explain that we need to
shade the top number of blocks and ask the students how many we’ll be shading for the second
fraction. The teacher will have student count out loud as they shade each block. The teacher will
then tell students that we’ll now move to the third fraction and ask the students what the third
fraction is. The teacher will count the number of blocks for the third fraction and then ask the
students how many blocks we’re going to shade for the top number. The teacher will count with
the students how many blocks they need to shade as they shade them. The teacher will explain
that when we’re shading fractions we just make as many blocks as the denominator or down
number says, and then shade the amount of the top number or numerator. The teacher will then
ask students which fraction is shaded the longest and which is shaded the shortest. The students
should be able to see this, but the teacher will explain if they do not understand. The teacher will
then explain that the longest shaded fraction is the greatest fraction, and the shortest shaded
fraction is the smallest fraction. The teacher will then order the fractions on the board and remind
students that the longest shaded fraction is the greatest and the shortest shaded is the smallest.
The teacher will also say that it doesn’t matter if the denominator is the biggest number, we have
to look at how long and short the shaded fractions are to find out which is biggest and smallest.
The teacher will do another example using visuals and shading in the fraction strips with the
students.
Guided Practice: The teacher will move on the next problem in their book and have students
come to the board to shade each fraction. The teacher will ask students which shaded fraction is
the longest and which is the shortest. The teacher will then ask students which fraction is the
biggest by looking at the shaded fraction. The teacher will then ask the students if this is the
biggest fraction. The students should know that this is the biggest fraction but if they don’t,
he/she will explain and clarify. The teacher will then ask students which shaded fraction is the
shortest and then ask the students if this is the smallest fraction. The teacher will then explain
that the third fraction that is not the biggest or the smallest will go in the middle. The teacher will
order the fractions on the board and ask the students to order them in their workbook as well.
The teacher will then give students popsicle sticks with unit fractions written on them. The
teacher will write 3 fractions on the board that will correlate with the unit fractions that have
been given to the students. The teacher will ask the students to order the fractions from least to
greatest. The teacher will then as students to line up the popsicle sticks according to the fractions
written on the board. To prompt the students the teacher will ask the students to read the first
fraction written on the board. The teacher will then ask students which unit fractions or popsicle
sticks they need to be looking for. The teacher will remind students that they’re looking for the
denominator of the first fraction. The teacher will then ask students to line up how many popsicle
sticks they need. The teacher will then ask the students to take their colored pencil and shade in
the sticks that match the first fraction. The teacher will remind students that they are shading the
top number of the first fraction. The teacher will then prompt students to do the same with the
second and third fractions. The teacher will assist, and prompt students as needed as they shade
the last two fractions. The teacher will then ask students which shaded fraction is the longest.
The students will answer, and the teacher will ask them to move the sticks to the bottom of their
desk since this is the biggest fraction. The teacher will ask students to identify the shortest
shaded fraction and ask them where it should be placed in the order. The teacher will then ask
students to place the last fraction. The teacher will do this activity with the students one more
time and then move on to the independent practice activity.

Independent Practice: For independent practice the students will complete problems 1-5 on
page 535. The teacher will give students blank paper to draw visuals and manipulatives if
needed. The teacher will review these problems with the students and reteach and clarify as
needed, and then take the problems up for a grade.

Differentiation: Students will be presented with different modalities of instruction such as

visual, auditory, kinesthetic, and tactile. The students will be given a blank sheet of paper to use
to draw visuals and use colored manipulatives if needed to complete the independent practice
activity. The teacher will leave the examples worked out in the GoMath book up on the smart for
students to look at for reference if needed. If a student is struggling the teacher will provide one-
on-one instruction while others are completing the independent practice activity.

Formative Assessment: Students will be formatively assessed with effective questioning

through class participation, the guided practice activity, and an exit ticket.
Summative Assessment: Students will be assessed on their independent practice activity and a
post unit assessment.

Lesson Closure: To close the lesson the teacher will ask the essential question, “How can you
compare and order fractions?” The teacher will listen to the student’s responses and then ask if
visuals can help us to compare and order fractions. The teacher will ask the students if the
longest shaded fraction if the smallest or greatest fraction and then if the shortest shaded fraction
is the greatest or smallest fraction. The teacher will then ask where a third or fourth fraction
would go if it weren’t the biggest or smallest. The teacher will clarify and explain as needed
while discussing with the students. The teacher will then have students complete an exit ticket
that is prepared or them in which students will shade the fractions appropriately and order them
from least to greatest. This will allow the teacher to assess the student’s knowledge of the
concept directly after the lesson has been taught.

Time & Resources:

Go Math Teacher Edition. Houghton Mifflin Harcourt. 2019

Independent Practice Activity:

 Bluefield State College
Daily Lesson Plan (Template)
Day 5

Name: Autumn Repass Date: 2/12/2021

Subject: Math Topic: Modeling Equivalent Fractions

Grade: 3rd Length of Lesson: 25

minutes

Big Idea (Essential Question): How can you use models to find equivalent fractions?
Domain: Number and Operations-Fractions

Standard: Explain equivalence of fractions in special cases and compare fractions by

reasoning about their size.

 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).

Cluster: Develop understanding of fractions as numbers

 Specific Objective: Students will use models to demonstrate equivalent fractions with 70%
accuracy as demonstrated by formative and summative assessments.

Introduction: To introduce the lesson the teacher will play a 3- minute video of a review of
some fraction vocabulary and introduce the word equivalent to students.
https://www.youtube.com/watch?v=PQyNZzrz5Y0
After watching the video, the teacher will ask students if they know what the word equivalent
means. The teacher will explain that we will be learning about equivalent fractions which means
that two or more fractions have the same amount but might have different names. The teacher
will then ask students if they played the new game “among us.” The teacher will then ask
students what the imposter in among us does. The teacher will allow the students to explain and
then use an analogy explaining that some equivalent fractions could look like an “imposter”
(from the game among us) but we can make models to work out the fractions and see if the
fraction is really an imposter or not.

Method(s): Small group, effective questioning, teacher modeling, open discussion, multiple
modalities including visual, auditory, and tactile.

Materials: GoMath workbook, smartboard, elmo, construction paper, pencils.

Direct Instruction: To begin the lesson the teacher will ask students to turn to page 539 in their
GoMath notebook. The teacher will then place his/her book under the elmo for the students to
see on the smartboard. The teacher will ask students to follow along in their book and get out the
construction paper that was handed out to them and a marker. The teacher will explain that we
are going to use this construction paper to make equivalent fractions. The teacher will first ask
students to fold their paper in half hamburger style. The teacher will then explain that we now
have two equal parts of the paper. The teacher will ask students to write the fraction ½ on one
side of the paper and ½ on the other side. The teacher will again explain that since the paper is
folded, we have 2 equal parts and each part is ½. The teacher will then ask the students to shade
one side of the paper, or ½ of the two equal parts. The teacher will then ask students to fold their
paper back hamburger style and then fold it again hamburger style. The teacher will instruct
students to open the paper back up and see how many squares or equal parts are now on the page.
The students should be able to count 4 squares. The teacher will then ask students what fraction
they think they will write in their four equal parts. The teacher will explain that they need to
write ¼ in each of the four parts. The teacher will then ask students how much of the 4 equal
parts are shaded from shading the 1/2. The students should see that 2 parts are shaded which now
makes the fraction 2/4. The teacher will explain that 2 parts that are ¼ will make 2/4 and since
the 2/4 is shaded it is equivalent to ½ because ½ is also shaded. The teacher will then ask
students to fold their paper back up and fold it one more time hamburger style. The teacher will
instruct students to unfold their paper and then count how many equal parts are now in the paper.
The students should see that there are 8 equal parts. The teacher will ask the students what
fraction that they think they will be writing in their 8 equal parts. The students should know to
write 1/8. The teacher will then ask students to write 1/8 in each of their 8 equal parts. The
teacher will then ask students how many parts are shaded. The students should see that 4 parts
are shaded. The teacher will then explain that because 4 of the 8 equal parts are shaded our
fraction is now 4/8. The teacher will explain that because 4/8, 2/4, and ½ is all shaded that they
are all equivalent. The teacher will remind students that all of these fractions look different, or
look like imposters, but we can make a paper model that shows us that they are all equivalent.

Guided Practice: For guided practice the teacher will complete numbers 1-4 on page 541 in
their GoMath books with the students. The teacher will read question 1 and ask students what the
first fraction is that they see in the problem. The teacher will then ask the students if th4e model
beside of the fraction looks like ¼, and then ask how do you know? The students should respond
that there are 4 squares which is the bottom number and 1 of them is shaded which shows ¼. The
teacher will then ask what the new denominator is in the second fraction. The students can see in
their book that the number given is 8. The teacher will then ask students how they can make
those 4 squares into 8. The students should respond with cutting thee 4 squares in half. The
teacher will prompt students if needed and refer back to the paper model they created for a visual
representation. The teacher will explain that by drawing a line down the middle of the 4 squares
or cutting it in half will not give you 8 squares. The teacher will have the students count the 8
squares. Th teacher will then remind students that our new denominator is 8 because we now
have 9 squares The teacher will then ask the students how many of the 8 squares are shaded,
from us previously shading in the portion for ¼. The teacher will point and count 2 squares,
which originally was on square, but is now 2 squares. The teacher will then ask students what
our new fraction is, and they should be able to see that it is 2/8. The teacher will then remind
students that because ¼ and 2/8 have the same shaded portion that they are equivalent. The
teacher will then ask a student to read question 2. The teacher will repeat the same process in
asking students how many squares are shown and how many are shaded. Does the picture match
the fraction given. The teacher will then ask the students what the new denominator is and how
we can make 3 squares into 6. The students should know to cut it in half. The teacher will have
students count the new squares and state the new denominator. The teacher will then ask how
many squares are shaded from our first fraction. The students should see that 4 squares are
shaded which is now our numerator and making our new fraction 4/6. The teacher will read
question 4 which is modeling with a number line. The teacher will explain that we must find our
given fraction on the number line and look at the number above it to show us its equivalent
fraction. The teacher will then have a student read number 2 and ask students to complete it on
their own. The teacher will then review the answer with the students and explain that they just
find the fraction given on the number line and look at the number above it for the equivalent
fraction.

Independent Practice: For independent practice the students will complete numbers 1-4 on
page 543 and numbers 1-6 on page 544. The students will complete these problems on their own
and the teacher will review them with the students but take the activity up for a grade. The
teacher will reteach and further explain the concept to students if time permits.

Differentiation: Students will be presented with different modalities of instruction such as

visual, auditory, and tactile. The students will be given a blank sheet of paper to use to draw
visuals and use colored manipulatives if needed to complete the independent practice activity.
The teacher will leave the examples worked out in the GoMath book up on the smart for students
to look at for reference if needed. If a student is struggling the teacher will provide one-on-one
instruction while others are completing the independent practice activity.

Formative Assessment: Students will be formatively assessed during the direct instruction,
guided practice activity, and exit tickets.

Summative Assessment: Students will be assessed on their independent practice activity as well
as a post unit assessment.

Lesson Closure: To close the lesson the teacher will ask the essential question, “How can we
use models to find equivalent fractions?” The teacher will listen to student feedback and then
ask students how we can make our first fraction into our second denominator and the students
should respond with cut it in half. The teacher will then ask students what the next step is, and
the teacher will prompt students as needed. The teacher will then ask students to write on their
exit ticket the model they can use to determine if two fractions are equivalent. The teacher will
then ask students to find out, using a model, if ½ and 3/6 is an equivalent fraction. This will
allow the teacher to assess the students knowledge on the concept.

Time & Resources:

Go Math Teacher Edition. Houghton Mifflin Harcourt. 2019

Guided practice page:

Independent Practice Activity: