Subject(s): Mathematics
Grade Level(s): 3
Suggested Technology:
Document Camera, Computer for Presenter, Interactive Whiteboard, LCD Projector, Overhead Projector, Microsoft Office
Instructional Time:
1 Hour(s) 30 Minute(s)
Keywords: fractions, mixed numbers, comparing fractions, modeling fractions, unit fractions
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LESSON CONTENT

Lesson Plan Template:
General Lesson Plan

Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will:
 identify fractions that are less than one
 identify fractions that are greater than one
 compare fractions with similar and different numerators, including fractions greater than one, using models and strategies such as patterns in multiples
 record the results of comparisons using >, =, or < on a chart

Prior Knowledge: What prior knowledge should students have for this lesson?
Students should:
 have knowledge and be able to identify the following in relation to fractions: numerator, denominator, mixed number, comparing fractions and mixed numbers
 know that the denominator stands for the total number of equal parts in the whole
 know that the numerator stands for the represented number of parts in the whole
 be able to identify fractions and mixed numbers based on models or pictures
 know how to compare fractions with like and differing denominators using models or strategies such as patterns in multiples

Guiding Questions: What are the guiding questions for this lesson?
 Without using models, how can you determine if a fraction is less than one or greater than one?
 How do models help us in comparing fractions? Can you show me how to model a fraction using fraction rods (or circles)?
 When using models what do you look for in determining if one fraction is greater than another?

Teaching Phase: How will the teacher present the concept or skill to students?
 The teacher will explain that we use fractions in our everyday lives. Sometimes we don't realize that we are using them (when splitting snacks, dividing work, etc.), while other times it's more obvious, like when we use fractions with cooking.
 The teacher will explain that the students will use actual recipes to determine if the fractions contained in them are less than one or greater than one.
 The teacher may need to model a recipe to begin with in order for the students to fully understand what is expected of them and be able to perform the task appropriately. Resources:

Guided Practice: What activities or exercises will the students complete with teacher guidance?
 Begin the lesson by reviewing the rules of "I Have, Who Has  Mixed Numbers." Read the rules and suggestions for the game here.
 Once students understand the rules, have the class begin the game. Circulate the room as necessary assisting students who may be having difficulty until the game is finished.
 Divide students into small groups to begin working on the Cooking With Fractions Activity. This should take approximately 1520 minutes.
 In this activity, groups will be given a copy of a recipe and a recording chart. They will work in small groups to identify which fractions are less than one and which fractions are greater than one and chart them appropriately.
 Observe groups to ensure that there is equal participation among the members.
 Once completed, students should return to their seats to prepare for independent practice.
Resources:

Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
Throughout the activity, the teacher should strive to ask students the guiding questions.
1. Display the completed charts using a document camera or overhead projector.
 Guide the students to review the charts and determine if the fractions were placed properly on the chart (less than one or greater than one). Discuss any fractions that may have been improperly placed and have students explain why.
2. Hand out fraction rods or circles to the students (1 set per student or have students work in pairs if there are not enough sets)
 Ask students to pick one fraction from the displayed Cooking with Fractions chart to model using their fraction rods or circles.
 Observe students and assist as needed.
 This may be repeated as many times as necessary to ensure that students are correctly modeling fractions.
 Note: As you circulate the class, note which students are accurately modeling fractions. These may be the students that are targeted to demonstrate for the class.
3. Pick two fractions from the chart and have a student model it under the document camera or overhead projector.
 Have students determine which fraction is larger and justify why their answers are correct. This could be done using patterns or the multiplication chart method described earlier in the lesson plan.
4. Pick two more fractions from the chart and have a student model it under the document camera or overhead projector.
 Have students determine which fraction is smaller and justify why their answers are correct. This could be done using patterns or the multiplication chart method described earlier in the lesson plan.

Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
 The teacher will bring the students back together at the end of the independent practice activity. As a class, they will discuss the guiding questions again.
 Students may write a journal entry to answer the guiding questions.

Summative Assessment
The teacher will complete a rubric at the completion of the lesson based on her observations of the students and the checklist.

Formative Assessment
At the beginning of the lesson, the teacher will review:
 how to identify and name fractions that are less than one and greater than one.
 how to correctly model and compare fractions using fraction rods or circles.
 how to use patterns of multiples to determine if fractions are equivalent.
 When teaching students to use patterns of multiples to determine if fractions are equivalent, you can do so by using a multiplication table (see example), or by using the general patterns multiples if students are able to identify these without the use of a multiplication table.
Students will play I Have, Who Has  Mixed Numbers.
 During this time, the teacher will circulate the room assessing each child's knowledge of mixed numbers and helping as necessary.
 The cards from this game can be referred to throughout the lesson to assist students who may be struggling with identifying mixed numbers.
The teacher may use the provided checklist to keep notes of students' proficiency with the above tasks.

Feedback to Students
 The students will receive immediate feedback from the teacher as they play I Have, Who Has  Mixed Numbers, while working in small groups to complete the Cooking with Fractions lesson activity, and in the whole group activity that will follow.
 They will reflect on their findings in journals by listing at least two new things that they learned in the lesson.
 The teacher may meet with students to discuss the checklist that will be filled out during the lesson and the rubric that will be filled out following the lesson.
ASSESSMENT
 Feedback to Students:
 The students will receive immediate feedback from the teacher as they play I Have, Who Has  Mixed Numbers, while working in small groups to complete the Cooking with Fractions lesson activity, and in the whole group activity that will follow.
 They will reflect on their findings in journals by listing at least two new things that they learned in the lesson.
 The teacher may meet with students to discuss the checklist that will be filled out during the lesson and the rubric that will be filled out following the lesson.
 Summative Assessment:
The teacher will complete a rubric at the completion of the lesson based on her observations of the students and the checklist.
ACCOMMODATIONS & RECOMMENDATIONS
Additional Information/Instructions
By Author/Submitter
This lesson engages students in MAFS.K12.MP.4.1 by asking them to model the problems with objects and with symbolic representations.
SOURCE AND ACCESS INFORMATION
Contributed by:
Kara White
Name of Author/Source: Kara White
District/Organization of Contributor(s): Alachua
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.