Blended Learning Lesson Plan

Lesson Title: Comparing fractions!

Grade Level: Fourth Grade
Objectives:
 Student will be able to recognize a common denominator or numerator of two fractions.
 Student will be able to justify if one fraction is greater than, less than, or equal to another
fraction
 Student will be able to demonstrate how he/she was able to find a common denominator
or numerator
 Student will be able to label the comparison by using the symbols >, =, or <

State Standards:
4.NSF.2 Compare two given fractions (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100) by
creating common denominators or numerators, or by comparing to a benchmark fraction such as
1 2 and represent the comparison using the symbols >, =, or <.

Context: This lesson is a fourth-grade math lesson about number sense and operation-fractions. I
am teaching this lesson because it is important that the students understand the meaning behind
fractions and understand that you can compare two fractions even if they have different
denominators or numerators. Before this lesson, the larger unit was to be able to explain why a
fraction is equivalent to another fraction, by using visual fraction models. This principle was
used to recognize and generate equivalent fractions. This lesson drew the beginning of
comparing fractions and how the number and size of the parts differ even though the two
fractions themselves are the same size. The previous knowledge that students will be bringing
into this lesson is a visual representation of two fractions. After this lesson, the larger unit will
incorporate an understanding of adding and subtracting fractions. Now that the students learned
how to find fractions with a common denominator, they will be able to add or subtract fractions.
Students will be able to compose and decompose a fraction in more than one way and solve real-
world problems involving adding and subtraction of fractions referring to the same whole of
having like denominators. Overall, I will be teaching a lesson on comparing fraction with
common denominators to prepare my students for the next lesson topic.
Data: The students will be divided into three groups. There will be a low, middle, and high
group. These groups will be based on their exit ticket from yesterday’s lesson that evaluated
whether they comprehended the material or not. The exit ticket focused on the understanding of
standard 4.NSF.1 which was creating visual models; however, I added a bonus question that
focused on standard 4.NSF.2 which is today’s lesson. The reason for this was to see what
previous knowledge they had before I taught the lesson. This gave me an idea of where to place
my students in groups and where I needed to focus my lesson. For this lesson, the students will
complete an assignment at the end of the lesson today. This assignment will include questions
about the lesson and additional space for questions that my students still have. I will gather data
from this assignment for future groupings by reviewing which questions they answered correctly
or questions that they still have. Dividing my students into groups will be very productive
because my students can collaborate and use one another when they are struggling.
Materials:
Part of Lesson Material Used Links
Introduction Pencils, Expo Marker, Comparing Fractions Visually
White Board, Smart Compare Fractions with Unlike
Board Denominators.
Teacher Directed Expo Marker, White No links
Board
Collaborative Worksheet, Pencil, Worksheet
Smart Board, Splash and Learn
Computers Splash to Learn
Independent Digital Tablets, Notebook, Alligator Song and Quiz
Pencil https://www.splashlearn.com/math/compare-
fractions-games
Closure Worksheet, Pencil Worksheet

Procedures:
Introduction (20 minutes):
As my students are walking into the class, they are instructed to put their bookbags in their
cubbies, turn in their homework, and file into their seats while taking out their materials that are
stated on the board. When the bell rings at 8 a.m. I will welcome my students with a “Good
Morning! Please have a pencil ready, Expo marker, white board, lined paper, and listening ears. I
will begin by drawing a picture of pizza slices on the while board. I will cut the pizza into ½ and
4/8. I will then ask my students if these slices are equivalent? This will include a brief review of
understanding how fractions are equivalent. During this review I will play Comparing Fractions
Visually from Khan Academy. After this I will review the symbols used for greater than, less
than, and equal too. Then I will lead into today’s lesson by asking the students if I had ½ of a pie
and you had 7/8 of a pie, who ate more pie? I will instruct the students to write their answers on
the white board. After holding up their white boards, I will show that 7/8 > ½ which means 7/8 is
greater than ½. I will go in greater detail of how I got this answer by using a smart board. On the
smart board I will write the two fractions, 7/8 and 1/2. I will explain that to compare two
fractions you must have a common denominator. A common denominator is the same number on
the bottom of a fraction. I will ask the students to think about what common denominator we can
use for these two fractions. I will instruct my students to write their answer on the board. After
reviewing their answers, I will share that the common denominator is eight and demonstrate how
I got this answer. To explain in greater detail, I will play Compare Fractions with Unlike
Denominators. Lastly, I will put names on the board that are spilt into three groups. I will then
explain what the students will be doing at each station. I will also show them what material are
needed and where to find these materials. I will tell the students that they will have 15 minutes at
each station. I will post a timer on the smart board to keep track of time and to notify the students
when to switch groups. I will ask my students if they have any questions, if not I will ask them to
walk to their first station.
Teacher Directed (15 minutes):
The teacher directed station will be held at a table where the students are sitting in front of me.
To begin this station, I will ask my students if they have any questions about the lesson. If there
are multiple questions around the same part, I will review what I just went over. If the students
do not have any questions, I will begin this station. I will start off by questioning the students if
4/5 is greater than, less than, or equal to 2/3. I will instruct them to write their answers on the
board. Once everyone has finished, I will pick one student to explain to me how they got their
answer. I will ask these questions…
1.) 2/3 4/6 2.) 1/2 2/3 3.) 2/3 5/10
Each question will include a group discussion that explains how they received their answer and
walk through all their steps. By having a discussion, I will know that the students can describe
what is happening and understand how to compare fractions that incorporate different numbers.
The timer will go off, so I will instruct the class to switch groups.

Collaborative (15 minutes):

In this section the students will gather in a circle to work together as a group. I will present the
work sheet that is below ( Worksheet) for students to work together by going problem to problem
filling in with words what the answer is. After finishing their worksheet, I will have (Splash and
Learn ) presented on the smart board for the students to interact with. This game includes
fraction strips for visual representations and the students will use >, =, or < to compare unit
fractions. Next, I want the students to quiz one another. The students will access the game
(Splash to Learn ) on the computers that are located by the smart board in the “computer lab.”
One student will be the “teacher” and ask the other students the question that pops up on the
board. The “teacher” will pick one student to select the answer and explain how they found it.
This will allow students to communicate their thought process and explain it in a unique way of
how they process the information. This will conclude this station.
Independent Digital (15 minutes):
During this station, the students will work independently on their tablets at their desk. First the
students will listen to the song ( Alligator Song and Quiz). This song is Numberock’s Comparing
Fractions Song, where Slate the Alligator is back to munch down fractions as he shows us how to
compare fractions using the less than, greater than, and equal to symbols. After listening to the
song, on the same website there is a fourth-grade quiz for the students to take. The students are
allowed to use notes during this quiz because it is for practice. If time allows the students will
access the game ( https://www.splashlearn.com/math/compare-fractions-games ) for more
practice.

Closure (15 minutes):

I will instruct the students to walk back to their seats. I will ask if there are anymore questions
about the topic to ensure that my students have understood the lesson. I will then pass out a
worksheet (Worksheet ) that represents the exit ticket for today’s math lesson. The students will
work independently and when they are done, they will turn it into me. On this worksheet there
are several questions that present fractions with different denominators. The students are to
represent which is greater, less than, or equal too by using the symbols <, =, or >. On the back of
the worksheet, I want them to rate 1-5 on how well they understand the topic. One being I need
to meet with the teacher for help and five being I got this! After everyone has finished, I will
thank them for giving their best work today and move onto the next lesson!

Rationale:
Khan Academy: Comparing Fractions Visually
This piece of multimedia is an informational video that compares fractions with visual models.
Khan Academy is an online tool that incorporates thousands of practice exercise, instructional
videos, and personalized learning dashboards. This supports student learning, my standards, and
objectives because the video reviews a problem and walks through how to compare fractions.
This video connects to the standard 4.NSF.1 which explains why a fraction is equivalent to a
fraction, by using visual fraction models. Khan Academy is high quality because it is the leading
online learning resource used and can be trusted. Using the LORI criteria, this app scores mostly
5’s and 4’s. This multimedia choice differentiates instruction by providing captions and several
languages that the students can choose to listen to. There is also a transcript of what the video is
describing for students to look at.
YouTube Video: Compare Fractions with Unlike Denominators
This piece of multimedia is an informational video that compares fractions with unlike
denominators. In this video he presents visuals to show what each fraction means. Then he writes
down all his work to show how to find a common denominator. This video goes in detail and
shares world problems to break up the video. This supports student learning, my standards, and
objectives because the video walks through what my lesson was about. This video connects to
the standard 4.NSF.2 of comparing two given fractions by creating common denominators by
representing the comparison with the symbols >, =, or <. Using the LORI criteria, this app scores
in the fours and threes. This multimedia choice differentiates instruction by providing someone
else to explain the topic and proves different ways to solve a problem. This breaks up the time
spent in class because I will not be lecturing the entire time. This video incorporates all learners
by providing captions for listeners to read.

Visual Model Game: Splash and Learn

This piece of multimedia is a game that integrates fraction strips as visual representations. This
supports students learning by providing an online tool for students to practice comparing
fractions. It follows South Carolina Standards and completes the objectives of the student being
able to recognize a common denominator of two fractions and using the proper symbols.
Reviewing the LORI criteria, this app scores in the twos and threes. This multimedia choice
differentiates instruction by allowing the students to take time on their own and practice what
they just learned from the lesson. This app provides a read aloud and visual representation for
other learners.

Using Symbols: Splash to Learn

This piece of multimedia is a game that allows students to practice the concept of comparing
fractions. The students learn to compare fractions using symbols in the game. Students will drag
the correct symbol to mark their response. Splash Learn is an online learning app that maintains
the delicate balance between learning and gameplay. It follows South Carolina Standards and
completes the objectives of the student being able to recognize a common denominator of two
fractions and using the proper symbols. Reviewing the LORI criteria, this app scores in the twos
and threes. This multimedia choice differentiates instruction by allowing the students to take
time on their own and practice what they just learned from the lesson. This app provides a read
aloud and visual representation for other learners.

Comparing Fractions: Alligator Song and Quiz

This piece of multimedia is a song that is fun and will help the students remember the concepts
of comparing fractions. Student learning needs to incorporate fun so that the students stay
focused and can be kids. This song breaks down comparing fractions by using the symbols. The
quiz part allows students to see their progress of what they learned. This also provides feedback
for students to see what they missed. This supports student learning, my standards, and
objectives because the video walks through what my lesson was about. This video connects to
the standard 4.NSF.2 of comparing two given fractions by creating common denominators by
representing the comparison with the symbols >, =, or <. Using the LORI criteria, this app scores
in the threes and fours. This multimedia choice differentiates instruction by allowing the students
to take time on their own and practice what they just learned from the lesson and connect to a
song. This app provides captions for listeners to read.