Lesson plan - Study Island



|Math Lesson: Compare Fractions |Grade Level: 3 |

|Lesson Summary: The teacher will begin by making sure that students can use the proper symbols to compare numbers. The teacher will show students how to use models|

|and number lines to compare fractions. Students will then play a team game in which they must identify the larger fraction when given models or number lines. For |

|independent practice, students will use symbols to compare fractions. Advanced learners will create models of given fractions before comparing them. Struggling |

|learners will use manipulatives to help them compare two fractions. |

|Lesson Objectives: |

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|The students will know… |

|How to compare fractions. |

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|The students will be able to… |

|Use models and number lines to compare fractions. |

|Learning Styles Targeted: |

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|Visual |

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|Auditory |

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|Kinesthetic/Tactile |

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|Pre-Assessment: Give each student a whiteboard, dry-erase marker, and a tissue. Write the numbers 420 and 402 on the board beside one another. Ask students to copy|

|the two numbers on their whiteboards. Tell students that you want them to compare the two numbers using a greater than or less than symbol. Have students draw in |

|the correct symbol and hold up their whiteboards. As you look at students’ answers, take note if most students understand how to correctly use the symbols. If not,|

|stop and reteach how to use the symbols and compare the numbers correctly. Repeat for the numbers 85 and 89. Project the first number line from the |

|Pre-Assessment*. Ask students to write down two numbers from the number line, 450 and 475. Again, ask students to use a symbol to compare the two. After students |

|reveal their answers, stop and discuss how the number line shows that 475 is the larger number. Repeat for the second number line, asking students to compare 360 |

|and 368. |

|Whole-Class Instruction |

|Materials Needed: 1 copy of the Teaching Points* to project under a document camera, a document camera connected to a projector, writing utensils, 1 set of pre-cut|

|Game Cards*, 1 copy of the Independent Practice* per student |

|Procedure: |

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|Tell students that fractions can be compared in the same way that whole numbers can be compared. Project the first question and pictures from the Teaching Points |

|document. Tell students that you are going to show them how to use the models to help you decide which fraction is larger. Point out to students that both models |

|are the same size but are divided differently. Use the document camera to show students how to shade the models to show 2/3 and 4/5. After shading the models, show|

|students that the model that shows 4/5 is shaded more than the model that shows 2/3. Therefore, 4/5 is the larger fraction. Record the answer as 2/3 ˂ 4/5. Repeat |

|this procedure for the second question from the Teaching Points document. |

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|Project the third question from the Teaching Points document, and ask students how the number line can help them decide which fraction is larger. Elicit responses |

|from students, leading them to see that the fraction that is farther to the right is larger than the other fraction. Repeat this procedure for the fourth question.|

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|Put students into two teams, and have each team sit in a line or a circle on the floor. Tell students that they will be playing a game with their teams in which |

|they will have to compare fractions. Explain to students that one player from each team will stand across from each other as you project a game card onto the board|

|in front of the players. The game card will show two fractions with their models or on a number line. The players will look at the models or number lines and |

|identify the larger fraction. The student who places their hand on the larger fraction first will have an opportunity to earn a point for his/her team if s/he can |

|explain why that is the larger fraction. If s/he explains it correctly, the team earns a point. Play continues until all game cards have been played. When students|

|understand how to play, have the first two players stand up, project a game card, and begin play. |

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|After all cards have been played, have students return to their seats. Give each student a copy of the Independent Practice, explain the directions, and allow |

|students to work independently. |

|Advanced Learner |

|Materials Needed: 1 copy of the Advanced Learner Independent Practice* per student, 1 pair of scissors per student, 1 bottle of glue or glue stick per student, |

|writing utensils |

|Procedure: |

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|Give each student a copy of the Advanced Learner Independent Practice, a pair of scissors, and a bottle of glue or glue stick. Explain to students that the second |

|page contains blank models which they should use to create models of the fractions in each of the questions. Students should cut out the appropriate model and glue|

|it underneath the fraction, shading it correctly. Then, students should use the models to help them decide which fraction is larger. When students understand the |

|directions, allow them to work independently. |

|Struggling Learner |

|Materials Needed: 1 copy of the Fraction Bars* per student, 1 copy of the Fraction Bars* to project under a document camera, a document camera connected to a |

|projector, 2 small counters per student, 2 small counters to project under a document camera, 1 copy of the Independent Practice* per student, writing utensils |

|Procedure: |

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|Give each student 2 counters and a copy of the Fraction Bars, and project both under a document camera. Tell students that the fraction bars and counters are going|

|to help them compare fractions. Write 2/3 3/4 on the board for students to see. Explain to students that they are going to help you place the appropriate |

|greater than or less than symbol in the circle between the numbers. |

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|Model how to locate 2/3 on the fraction bars, and mark it with a small counter. Have students do the same. Model how to locate 3/4 on the fraction bars, and mark |

|it with a small counter. Ask students what they notice about the location of the counters on the two fractions. Elicit responses from students, leading students to|

|see that 3/4 takes up more space than 2/3. Tell students that means 3/4 is the larger fraction. Show students how to record the appropriate symbol, ˂, in the |

|circle. |

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|If students struggle understanding what the symbol should look like, teach them the connect-the-dots strategy. Tell students that they should place 2 vertical dots|

|beside the larger fraction, 3/4. They should place 1 dot beside the smaller fraction, 2/3. When they connect the dots, they create the correct symbol to compare |

|the two fractions. |

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|Write 1/3 1/5 on the board for students to see. Have students move their counters to the two new fractions. Model this for them under the document camera, if |

|necessary. Discuss which fraction is larger, or takes up more space. Explain how to draw the correct symbol, ˃, in the circle to compare the two fractions. Repeat |

|this process as many times as needed. |

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|When students are comfortable using the fraction bars, give them each a copy of the Independent Practice. Tell students that all of the fractions in the questions |

|on the page are included in the fraction bars. Explain to students that they can use the counters on the fraction bars to help them answer the questions. Do 1-2 |

|problems together, if necessary. |

*see supplemental resources

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