TIE 535: Enduring Understandings

The lesson described below features the following enduring understandings, essential questions, and would need the knowledge and skills listed below, as well. Enduring Understandings: 1. How to use models to illustrate a problem. 2. How to think flexibly about the same problem. Knowledge Needed: 1. Concept of part and whole as what a fraction is. 2. The terms numerator and denominator, along with their definitions. 3. That when the denominators are the same, you can just look at the numerator to compare. 4. Must know greater than/less than symbols. Skills Needed: 1. Students must be able to order objects from smallest to largest based on numerical value. 2. Students must be able to line up fraction bars to show that they know how to compare two fractions. 3. Students must recognize the numerator and denominators of a fraction. Essential Questions: Overarching: 1. Why is it important to be able to know how to answer the same problem in multiple ways? 2. Do models work for every math problem? 3. What is the value of using this type of model? Topical: 1. How else could we compare the fractions and using a different kind of model? 2. What is the value of using these fraction bars to compare fractions? GRASPS model: Goal: Students will be able to show that they can compare two given fractions by deciding what the most efficient way to cut a pan of brownies would be. Role: The student is a chef who must serve people brownies. Audience: The audience are the lunch ladies. The lunch ladies will be served brownies. Situation: The students must come up with two different ways that they could cut the brownies, so that each lunch lady gets an equal amount. Product: Students will be given two pieces of paper which symbolize the brownie pan. Using the number of lunch ladies, they will divide each pan of brownies a different way. Then, as a class, we will vote on the best way to cut the pan of brownies, and we will deliver brownies to the lunch ladies. Standard for success: Checklist rubric ---------------------------------------------------------------------------------------------------------------

Using Models to Compare Fractions: Same Denominator

Name: Brittany Robertson Grade Level: 3 Length of Lesson: 30 minutes Primary Subject Area(s): Math Standard(s): 3.1.10 Given a pair of fractions, decide which is larger or smaller by using objects or pictures. PURPOSE(S): The purpose of this lesson is to give students practice with comparing two fractions that have the same denominator, but different numerators.
LEARNING OBJECTIVES: At the end of this lesson, students will be able to: Compare two fractions with common denominators by labeling them as either less than, greater than, or equal to each other. RECALL PREVIOUS LEARNING/LESSON: What did we learn about or work on yesterday in math?[We learned that fractions are either part of a whole, or part of a group of things.] ATTENTIONAL PROMPT(S): Shuffle a deck of cards, hold them up, and then give clues to what we will be doing with them. We will be playing a game. Its a game you play with a partner. The name of the game starts with a w. The person with the greater number wins, etc.. [Visual, noise, curiosity] MOTIVATION for the academically unmotivated students: Students will get to play a game at the end of the lesson, if they behave and participate during the instruction. [Learning materials] ACTIVE LEARNING-LISTENING STRATEGY/IES (ALLS): Students are using manipulatives to compare two fractions that I say out loud. They will then hold up the number of fingers that indicates the biggest numerator. For example, for the fractions 1/3 and 2/3, they would hold up 2 fingers. When discussing the answers on the worksheet, students will show me with their hands whether the sentence is less than, greater than, or equal to. [Less than is using two fingers on one hand, like you are saying just a little. Greater than is using two arms to make an alligator mouth. Equal to is two arms out to the side on even levels.] PROCEDURES: Recall: See above Attentional Prompts: See above

Motivation:above (State prior to teaching) Order of Teaching:

Words used to tell the students the purpose and objective of the lesson: Today you will be comparing two fractions that have the same denominator but different numerators, because just like regular numbers, you need to be able to tell which fractions are bigger than others! By the end of this lesson, you will be able to show me that you know if a fraction is greater than, less than, or equal to another fraction by writing that symbol between the two fractions. 1. Use fraction bars to show students that fractions with the same denominator can be compared by looking at just the numerator. [Compare 2/4 and .] Pass out fraction bars to students to let them practice examples I give them.

2. Orally give examples, such as 5/6 vs. 2/6, 2/3 vs. 3/3, etc. [Students should use fraction bars to solve these examples, and then hold up on their fingers what the biggest numerator was.] 3. Give students worksheet to begin working on the Reteaching side. Do one example with them, and then give students 2 minutes to solve numbers 2-5. 4. Discuss the answers that students got on the Reteaching side of the worksheet. Students use motions to indicate their answers. (See ALLS) 5. Once students complete the reteaching side, explain the rules of the game. Students will be paired up, and each pair receives a set of cards. The students will take turns laying two cards at a time. The two cards that a student lays will be the numerator and denominator of their fraction. The smaller number on the two cards will be the numerator and the larger will be the denominator. The student who makes the bigger fraction will take the round and the cards laid. The student with the most cards at the end wins. Any students who did not behave or participate during the lesson much start on their homework page. 6. Students complete Practice side of worksheet for homework. CLOSURE: What did we learn about or work on today? [We compared fractions with the same denominator and different numerators.] FORMATIVE ASSESSMENTS: Analysis of students learning during the lesson

Students hold up number of fingers to indicate the larger of two fractions. Students complete reteaching worksheet and indicate answers with motions as we go over them. I will walk around during the games of War to make sure students were understanding the game and recognizing the larger fractions.

SUMMATIVE ASSESSMENT: Assessment of students unaided performance Worksheet [Standardized] DIFFERENTIATION OF INSTRUCTION: High: Students will not be allowed to use fraction bars during the fraction War game. [Input] These students received higher numbers and different denominators to play the game. [Difficulty] Students are given less time to complete the homework. [Time] Low: Students will not have to complete number 7, 8, or 9 on their homework page. [Size] Special needs student will work with his aid to play the game. [Level of support.] Students are given more time to complete the homework. [Time] SUPPORTS AND ACCOMMODATIONS FOR SPECIAL NEEDS INCLUDING ENL/ELL: For my ELL student I am using the manipulatives to make the problems more concrete and contextualized. The special needs student in my class will be working with his aide to complete his worksheet and play the fraction War game.

MATERIALS: Fraction bars for each student Set of transparency fraction bars Using Models to Compare Fractions: Same Denominator Worksheet (R10-1 and P10-1) Four decks of cards