Lesson Plan

Name: Kelsey Green Grade: 4th Topic: Compare Fractions

Brief Lesson Description: Students will be using the CRA method to compare fractions, as well as other activities. Students will compare
models by creating pizza fractions, using playing cards, pie charts, numerical fractions, number lines, fractions strips, and fraction bars.
Specific Learning Outcomes: Students will learn how to compare fractions using concrete, representational, and abstract models. This will
help them have a better understanding of fraction concepts. By the end of the lesson, students should display an understanding of what
they have learned, with and without the use of models.
How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
This lesson was developed with different types of learners in mind through the use of additional materials offered in students’ native
language, visual aids, hands-on activities, and different leveled books for readers who are at, below, and above their grade level.
Narrative / Background Information
Prior Student Knowledge: Students should have an understanding of what fractions and pie charts are prior to the lesson.

Math VA SOL: Visual Arts VA SOL: NCTM Standard:

Number and Number Sense
4.2 The student will
a) compare and order fractions and mixed
numbers, with and without models;
b) represent equivalent fractions;
Technique and Application
2.17 The student will create works of art
inspired by a variety of concepts, themes,
and/or literary sources.
Innovation in the Arts
4.11 The student will explore how
artmaking skills can be used in the
development of solutions to real-world
problems.
Grades 3–5 Expectations: In grades 3–5
each and every student should–
• develop understanding of fractions as
parts of unit wholes, as parts of a
collection, as locations on number
lines, and as divisions of whole
numbers;
• use models, benchmarks, and
equivalent forms to judge the size of
fractions;
• recognize and generate equivalent
forms of commonly used fractions,
decimals, and percents;

Specific Problem Solving Strategy being used: Students will use five steps to help them solve math problems. These include:
1. Reading the problem carefully to understand what is being asked.
2. Organize their thoughts by asking “what do I already know?”
3. Draw a picture to help them solve the problem.
4. Solve the problem using the strategies they know and show their work.
5. Evaluating their answer to see if it makes sense, and if it does not, they should try again.
Possible Preconceptions/Misconceptions:
1. Students may believe that the fractions they are comparing are equivalent if they share the same numerator or denominator.
2. Students may believe that fractions are not equivalent if the fractions do not share the same denominator.
3. Students may misunderstand what numerator and denominator represent in a fraction.
4. Students may have the misconception that when they compare two fractions, the fraction with the larger denominator is bigger.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here) The teacher will begin the lesson by introducing students to a music video that will get students up and moving. This video is
intended to be a review for students since they should have been taught the difference between the less than, greater than, and equal to
signs in 3rd grade. The song is catchy and will help with remembering the difference between the signs.

“Hollabaloo: Greater Than, Less Than, Equal To- Blazer Fresh | Go Noodle”

The teacher will then explain to students that they will be learning how to compare fractions using these symbols. The teacher will give the
students an opportunity to use a real world task to write and compare fractions. The teacher will write the total number of students that
are in the classroom on the board. The teacher will then record students’ eye colors by having the students raise their hand when their eye
color is called. Students will be asked to write on a piece of paper each eye color as a fraction, placing the total number of each eye color in
the numerator position and the total number of students in the class in the denominator position. The teacher will then hand out marker
boards and markers, and then explain to the students that they will be writing the less than, greater than, and equal to symbols on their
boards after the teacher asks a question. For example: “Is the number of students with brown eyes less than, greater than, or equal to the
number of students who have blue eyes?” Students will then write down the symbol on the marker boards and hold them up. The teacher
will assess students’ understanding of how to correctly use these symbols to compare fractions and if needed will replay the video while
students are comparing the fractions.

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions: Students will make their own fraction strips to use for
the entire lesson. Students can color in their fractions or use colored construction paper. They will label their fractions using a
marker/pencil/crayon.

The teacher will then give students the opportunity to make their own fraction pizzas using paper plates, markers/colored pencils, and
construction paper. The teacher will assign each student a different fraction to cut their pizzas into (one student may be asked to cut theirs
into 1/8 slices, while another is assigned ¼). The students will then have an opportunity to decorate and color their pizzas. Once completed,
the students will be placed into groups of two where they will be asked to compare their fractions using less than, greater than, and equal
to signs. The teacher will prompt each group with questions, and they will fill in their answers on a piece of paper. For example, Compare
the fractions and fill in the blank with the correct symbol (<, >, or =) representing the relationship: 2/4 ___ 4/8.

EXPLAIN: Concepts Explained and Vocabulary Defined: The teacher will hand out a chart that students can fill out with the vocabulary
words and definitions. The teacher will go over each word and definition with the students. The teacher will explain each term using visual
examples and will ask students questions about each visual. The students will write their own examples in the “example” column.

While having the students fill out the vocabulary chart, the teacher will address the following misconceptions about the vocabulary terms:
1. Students may believe that the fractions they are comparing are equivalent if they share the same numerator or denominator.
o The teacher will break down the difference between the numerator and denominator using a visual representation to
explain why they are or are not equal.
2. Students may believe that fractions are not equivalent if the fractions do not share the same denominator.
o The teacher could use fraction bars to show equivalent fractions that have different denominators.
3. Students may misunderstand what numerator and denominator represent in a fraction.
o The teacher will show students that numerator represents the number of parts out of a whole and denominator
represents the number of parts the whole is divided into through visuals.
4. Students may have the misconception that when they compare two fractions, the fraction with the larger denominator is
bigger.
o The teacher will use fractions bars to compare fractions with different denominators.
Vocabulary:

ELABORATE: Applications and Extensions: The students will be given the task of comparing fractions with the same denominator using
playing cards. This will involve using the CRA method, where the students will be using concrete, representational, and abstract models.
After students have compared the fractions using the cards, they will then draw models (pie charts and fraction bars) and color them in to
corresponding fractions. Lastly, students will compare the fractions numerically by writing them out.

Directions and examples are below:

EVALUATE:

Formative Monitoring (Questioning / Discussion): For this assessment, the teacher would present students with different pictures of
objects. For example, the teacher will show the class a photo of two pizzas with different number slices left over on the SMART Board.
Students will be asked “Which pizza would feed more people and why?” Students will be asked to compare these models by using cards that
have the less than, greater than, and equal to signs on them. The students hold up cards after the teacher has shown a different picture to
show if they understand how compare the fractions.

Another way the teacher could assess students could be with a game called basketball fractions. Students can play in pairs of two or three.
Students take turns shooting paper balls through their partner's arms. They will take the same amount of shots, giving them the same
denominator for the fractions they will be comparing. Students will then tally and compare the amount of shots they made out of how
many they attempted to one another’s' score. They will write their comparisons down as models and numerical fractions to show they
understand how to compare fractions with the same denominator. https://www.teacherspayteachers.com/Product/Comparing-Fractions-
Basketball-Game-3052566

Summative Assessment (Quiz / Project / Report) (Include a rubric):

There will be a quiz with different types of representations for student to compare fractions with. For example: students will compare
models, pictures of objects, and numerically.
 Quiz:

Rubric:

Plan for differentiation: (Be sure to specifically address the following learners)
• Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders)
o I would use a visual activity such as a physical number line with fractions, where students will use a clothespin by
placing it on the correct fractions and then comparing them using the correct symbol. I would also let these students
use “the alligator method” to help them to remember how to correctly use these symbols. They could create and color
their own alligators to help them remember.
 Example of a number line

“The alligator method”:

• ELL
o I would pair ELL students who speak the same language together and provide them with anything that they may need in
their native language so that they may participate with the class. I would also use lots of visual representations.
• Gifted learners
o I would have these students write a 1-2 paragraph story using fractions. These fractions will be given to the students by
the teacher and the student will have the task of comparing these fractions within their story. Additionally, students
must come up with two additional fractions and include the terms less than, greater than, and equal to at least once in
their story.
Elaborate Further / Reflect: Enrichment:
• How will you evaluate your practice?
o In order to evaluate my practice I will use both the formative and summative assessments to watch for understanding
from the students. I will use the formative more because it will show me what I may need to change during the lesson
and the summative will let me know at the end of the unit if I accomplished my goal of having all students comprehend
fraction concepts.
• Where might/did learners struggle in the lesson?
o Students may struggle with comparing fractions by looking at the denominator. It may also be difficult for some learners
to remember the difference between the less than and greater than signs. I will have to ensure that students
understand these concepts before moving on to the next part of the lesson.
• How can the lesson be strengthened for improved student learning?
o The lesson can be strengthened by giving students opportunities to ask questions that they may not feel comfortable
asking in class. I would set up an exit ticket each day where students will right in their Math Journals with any concerns
or questions they may have.
• Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
o I feel that the lesson does reflect culturally sustain pedagogies.