Lesson 6

Subject: Mathematics Course/Grade: Grade 5 Unit 5: Fraction Sense and Manipulation, Lesson 6: Ordering Fractions by Finding the Common Denominator Instructional/Content Objective: Students will work with a partner to correctly list eight out of ten sets of three fractions in order from least to greatest using the following two strategies: comparing to and the equivalent fraction multiplication rule (4.NF.2). Curriculum Framework Standards: Through computation and practice students will (4.NF.2) 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. Lesson Procedure I. Preparation Phase: Activate existing background knowledge 1. Display the following information on the Smartboard as students arrive: Please meet with your color group to double check your fraction clothesline and finalize your presentation to the class. Your presentation must include the following and every group member must contribute. 1. What strategy did you use to find the common denominator (If you chose another denominator first, how did you know it was incorrect)? 2. Prove that your common denominator works for all denominators on your line. 3. Explain how you changed the fraction numerators and denominators without changing the values. 4. Explain how you were able to order the fractions once they shared the same denominator. 5. Read your fractions in order from least to greatest. Focus student attention on the topic 2. While groups present their strategies have the following instructions displayed on the board for audience members: After each presentation audience members will be asked the following questions. You may take notes with your answers. 1. What strategies did your group have in common with the presentation group? 2. What is one different strategy the group could have used to find the same results? 3. What is another common denominator the group could have used to order all of the fractions in their set? 4. Give one compliment to the group about their choice of strategy and one compliment about their presentation. Work with critical vocabulary 3. After all of the groups have presented have the groups meet one more time to develop three rules that can be used to order fractions. The rules must contain the words: fraction, numerator, denominator, equivalent, common multiple. Circulate between groups to clarify instructions and monitor progress. 4. Students will record their rules on posters and agree as a group that the rules are accurate.

Lesson 6

5. Display the posters in the classroom for the remainder of the unit. II. Assistance and Associations Phase Making Connections 1. Distribute practice problems and ask a student to read the first three fractions. 2. Ask how each of the rules can be used to solve the problem. 3. Allow students to choose the rule they wish to follow and solve the problem. 4. Ask one student who completed the problem using each rule to share their strategy with the class on the board. Monitoring their own understanding 5. Allow students time to order all sets of fractions on the page. Students must indicate which rule they used for each problem and show the steps they followed. The directions on the paper state that students must use each of the three rules at least once on the page. Problems on the practice page increase in difficulty. 6. (Sponge Activity) When students are finished ordering fractions and proving the answers correct through the use of a rule they can turn the paper over to create, solve, and explain fraction ordering problems that would best fit each of the three rules. Problems will include 510 fractions to be ordered. These problems will be used in later assessments. (Motivation)Students whose problems are selected will not have to complete their problem on the assessment and it will automatically be marked correct. Asking Questions 7. During the independent practice gather a small group of students identified from previous lessons assessments to sit with the teacher. Designate two students who show the strongest understanding to be the experts that other students can approach with specific questions (quality question expectations were established at the beginning of the school year). III. Reflection and Readiness for Application: Think, talk and/or write about their learning 1. Bring students together on the rug and discuss strengths and struggles they experienced during the practice activity. Ask other students to clarify or answer questions about the rules or steps. Reprocess the information learned 2. Complete three corners activity asking students to choose which rule can be applied to solve the majority if not all fraction comparison problems. Ask them to defend their answers. Check for understanding 3. Students will hand in their practice problems, examples, and three corners defense sheets.