FRANKLIN COLLEGE

Education Department
Field School Lesson Plan
Name_________Shelby Collier_________________Lesson Number_________3__________
Subject Area________Mathematics_________________ Grade Level_______3rd__________
Date______May 12, 2016_________ Start time____9:20______ End time_____10:50_____
Cooperating Teachers
Signature_______________________________________________________________________
Topic/Concept/Skill: Comparing fractions with different denominators and equivalent fractions.
Related Standard:
3.NS.3: Understand a fraction, 1/b, as the quantity formed by 1 part when a whole is partitioned
into b equal parts; understand a fraction, a/b, as the quantity formed by a parts of size 1/b.
3.NS.6: Understand two fractions as equivalent (equal) if they are the same size, based on the
same whole or the same point on a number line.
Background: Prior Knowledge of fractions.
Main Objective of Instruction: In order to help the students review equivalent fraction and
compare fractions with different and alike denominators TSWBAT choose which fraction is bigger
between two using a picture, and not using a picture, place fractions in order, and solve a story
problem by drawing a picture with fractions by the end of the 15-18 minute stations.
Teacher Materials/Resources: Random group generator
https://www.superteachertools.us/myclassroom/group-maker-demo.php , Fraction top it
directions, banana bread worksheet and key, remediation letter, station instructions, and teacher
group key (attached).
Website to give for computer station http://www.mathplayground.com/number_climb.html
Make sure the students have chrome books to use.
Student Materials: Fraction top it flash cards, pencil, chrome books
Anticipatory Set (Introductory Approach):
I am going to use the random group generator to pair the students before class starts. I am then
going to put a fraction flash card on each of their desks and to figure out who is in their group
they have to find the other students who have equivalent fractions to the card that was on their
desk. Once they have found their groups I will make sure that everyone is in the right groups and
then begin instructing them on each of the stations. (Teacher key attached for fractions I would
put on the desks). (BODILY/KINESTHETIC MULTIPLE INTELLIGENCE) & (INTERPERSONAL
MULTIPLE INTELLIGENCE)
Instructional Procedures (Whole Group):

Each station will be around 15-18 minutes long. (I will have to feel out how long each station is
taking for the particular group so could vary from station to station). Directions to set at each
individual station are attached.
Station 1: This is going to be the hands-on station. They will play fraction top-it, which is a
game that has to do with comparing fractions with different denominators. The students each
have fraction flash cards that they will bring with them to this station and play the game with
another person in their group. Each student lays down a card, and whoever has the bigger
fraction gets to keep both of the cards. If it ends up that the fractions are equivalent then each
student lays down three cards and picks one to turn over and whoever has the bigger fraction of
that round gets all of the cards that have been laid down. In the end, whoever ends up with all
the cards is a winner, or whoever has the most cards when time is up. Example flashcards and
instructions attached. (APPLICATION - BLOOMS)
Station 2: This is an independent workstation. The students will be at their own desks working
alone on the banana bread fraction worksheet. To get credit for the assignment the students
should show all of their work on how they made the fractions have common denominators to
decide if it was greater than or less than the fraction it is being compared to. If they are having
issues they can Think-Pair-Share with someone else in their group, but they should not be
copying answers. (COMPREHENSION BLOOMS)
Station 3: This is a computer station. The students are going to be playing the game on this
website http://www.mathplayground.com/number_climb.html for the entire station. The idea of
the game is to put the fractions in order from least to greatest by clicking on the bubble with the
particular fraction. If the answer is right, the bubble will pop, but if the answer is wrong it will
make a buzzer sound and allow you to try again. (VISUAL MULTIPLE INTELLIGENCE)

Provisions for Individual and/or Group Differences: If students get done with station 2 early
they can find another person in their group who is also done and play the fraction top it game
again or start it early if they have not been to that station yet.
Students with IEP: They will be able to pick 5 of the problems in station 2 and complete those
to turn in and still be able to get the same amount of credit as the other students. They may also
be allowed to work with a partner if they are seen struggling for a long period of time.
Remediation: (attached) letter to parent of struggling student with the URL of the fraction
game to play at home.
Closure: I have created a pizza story problem (attached with a key). I will pass this out to each
student after we have finished students and give them time to work on it. If they finish it before
class time is over they should turn it in, if not they can work on it during other free time and get
it turned in for a grade. (APPLICATION BLOOMS)

Evaluation of Learning: When the students leave to their next block (switch classrooms) they
will leave a red, yellow, or green notecard on their desk. Red meaning still confused, yellow
meaning Im starting to get it, and green meaning I completely understand. This will allow me to
quickly go around and see who is understanding fractions and who is not without the students
having to tell each other that they are confused or not. I would quickly go write down the
students who put red on their desks to help independently at a later time, and if there were a lot
of yellow out we would continue to cover fraction the next day in a new way. (EVALUATION BLOOMS)

Independent Practice: Not applicable for stations.