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Lesson Plan Title

Introduction of Fractions

Lesson Plan

Title: Introduction to Fractions

Grade Level: 6th Grade

Learning Objectives:

1. Understand the concept of fractions and their relationship to whole

numbers.
2. Identify and represent fractions on a number line.
3. Compare and order fractions using various strategies.

Standards: State Standard 1: Understand a fraction as a number on the

number line; represent fractions on a number line diagram. State Standard
2: Understand a fraction as a number; represent fractions as a sum of unit
fractions. State Standard 3: Compare two fractions with different
numerators and different denominators (e.g., by creating common
denominators or numerators or by comparing to a benchmark fraction such
as 1/2); recognize that comparisons are valid only when the two fractions
refer to the same whole; record the results of comparisons with symbols >,
=, or <.

Duration: 3 class periods (45 minutes each)

Lesson Outline:

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I. Introduction (10 minutes) A. Engage students by posing a real-life
problem that requires the use of fractions. For example, ask them to
imagine they are splitting a pizza into equal parts for a party and need to
figure out how many slices each person will get. B. Discuss their answers
and introduce the concept of fractions as a way to represent parts of a
whole.

II. Understanding Fractions (30 minutes) A. Explain that a fraction consists

of two parts, the numerator and the denominator, and demonstrate how to
represent fractions visually using shapes and diagrams. B. Have students
work in pairs or small groups to create their own fraction models using
manipulatives such as pattern blocks, fraction tiles, or paper folding. C. As
students create their models, encourage them to discuss and explain their
thinking to their peers, emphasizing the relationship between the parts and
the whole.

III. Representing Fractions on a Number Line (45 minutes) A. Introduce the

concept of a number line and its relationship to fractions. B. Provide each
student with a ruler or a strip of paper and guide them to create a number
line from 0 to 1, dividing it into equal parts. C. Distribute fraction cards
(e.g., 1/2, 1/3, 1/4) to students and ask them to place the fractions on their
number line, ensuring they understand how to position fractions between
whole numbers. D. Allow students to share their number lines with the
class, explaining their reasoning and approaches.

IV. Comparing and Ordering Fractions (60 minutes) A. Introduce the

concept of comparing and ordering fractions. B. Provide fraction cards with
different numerators and denominators to each student, and ask them to
find partners with fractions they can compare, ensuring to include fractions
with different numerators and denominators. C. In pairs, students should
discuss and compare their fractions using their number lines from the

Generate another lesson plan! 02/11/2024

previous activity. Encourage them to identify benchmarks (such as 1/2 or
1) to help with comparisons. D. Have pairs present their comparisons to the
class, explaining their reasoning and using the symbols >, =, or < to record
their results.

V. Assessment (15 minutes) A. Distribute a worksheet with various

fraction-related problems, including representing fractions, comparing
fractions, and ordering fractions. B. Monitor students' progress and
address any misconceptions or difficulties they may encounter. C. Review
and discuss the completed worksheet as a class, allowing students to
share their strategies and solutions.

VI. Conclusion and Reflection (10 minutes) A. Engage students in a brief

discussion about what they have learned regarding fractions, emphasizing
the key concepts and strategies covered. B. Encourage students to reflect
on how they can apply their understanding of fractions in real-life
situations.

Alignment to Standards:

State Standard 1: Students will represent fractions on a number line

diagram. This objective is addressed in Section III where students create
and use a number line to represent fractions.

State Standard 2: Students will represent fractions as a sum of unit

fractions. This objective is addressed in Section II, where students create
fraction models using manipulatives.

State Standard 3: Students will compare two fractions with different

numerators and denominators and record the results of comparisons using
symbols. This objective is addressed in Section IV, where students
compare fractions and use symbols to record their results.

Generate another lesson plan! 02/11/2024

By incorporating engaging learning activities and hands-on manipulatives,
this lesson plan aims to meet the learning objectives and state standards
for 6th Grade Math students' introduction to fractions.

Generate another lesson plan! 02/11/2024