Allie Rose Jones

Math Lesson Plan 6th grade

Mathematical Goal: Students use reasoning strategies to compare fractions.

WHAT:
GOAL: The content the students will learn is “Extend understanding of fraction equivalence and
ordering” using open ended strategies. (Common Core Standards, pg 28) Examples of open
ended strategies the students might use are benchmark reasoning, unit fraction reasoning, or
visual models (OGAP Fraction Framework).
The concepts they will learn are: to advance their understanding of fractions as numbers,
understand a fraction as a number on the number line, and compare fractions by reasoning about
their size. (Common Core Standards, pg 24)
The skills they will use are: To represent fractions on a number line diagram, compare
two fractions with the same numerator or the same denominator by reasoning about their size or
by comparing to a benchmark fraction such as ½. Recognize that comparisons are valid only
when the two fractions refer to the same whole. Record the results of comparisons with the
symbols >, =, or >, and justify the conclusions (Common Core Standards, pg 30).
The important topics involved are: Two of the five main interpretations: Fractions as
parts of wholes or parts of sets and Fraction as measures (Chapin & Johnson, pg 100). Learning
the meaning of fractions is the best way to learn because “students’ experience with ‘fair shares’
in everyday life is often the starting point for assisting students in understanding some important
ideas about the size and number of units in a whole and how units can be divided up into smaller
and smaller subunits.” (Chapin & Johnson, pg 101)
Fractions as parts of wholes or parts of sets: “The unit is partitioned into equivalent
pieces …and numbers of these pieces are used to represent fractional amounts.”
Fraction as measures: “The idea of a fraction as a length on the number lines, created by
partitioning units into subunits.”
The students have been learning how to divide and multiply fractions. I think it would be
helpful to get a deeper understanding of what fractions represent and how they relate to each
other.
Aspect that may be confusing for students is understand that the denominator determines
the size of the “piece” and the numerator is the number of pieces. Proper Fractions are not whole
numbers, so the students must understand that we are focusing on the number line 0-1. This also
may be more confusing when the fractions are improper and are representing between two
numbers.

HOW:
The goals of this lesson will be accomplished through the three-phase lesson format:
launch, work and explore, debrief and wrap up. After using a set of “hook” problems to
introduce the concept of comparing fractions, students will work on comparing more complex
problems with partners and justifying their answer. I would like to work a majority of the time
as a small group (5-9 people). I also want to use teaching methods such as cooperative learning
through turn-and-talk or partner work. During partner work, I will monitor students by
circulating among partners and encouraging them to use drawings to represent their thinking.
The discussion of their strategies after partner-work is the key to my discourse of this lesson. I
will be acting as a facilitator, asking probing question into their reasoning. I am going to utilize
the small group discussion to promote participation in a comfortable and partner-supporting
environment.
The activity we will be working on during partner work is comparing the fractions and
using numerical reasoning. As a group, we will begin with two problems that are single digit
with either the same denominator or same numerator. Individually, students will propose their
own justification based on previous knowledge to the group. After a review of the correct
answers and why, students will pair off and use drawings to solve more difficult fraction
comparisons. We will come together and each partner will share their reasoning and debrief. The
discourse of the lesson will be to work together as a team to find the most efficient strategy. The
debrief will be another chance to learn from each other and the importance of listening to one
another.
The exit slip is writing three fractions on a number line (0-1) in order by themselves.

WHY:
I chose this task because the 6th grade class at Russell Byers Charter School are beginning to
divide and manipulate fractions. This task is an opportunity for further understanding of what
fractions are on the number line. They will be able to use prior understanding and experience
with fractions for this lesson. The 6th grade Math teacher requested that I involved fractions as
well. I am specifically asking the students to not use standard algorithm so that they can invent
and examine strategies for solving problems. As stated in the Hiebert reading, the task must
allow for this exploration by using their prior knowledge and skills they already possess. I am
also choosing to focus on the topic of fractions because it is important to understand before they
start comparing fractions to decimals.
The type of facilitation I am choosing to use is less of a teacher and more of a questioner.
This ties into my focus question which addresses the technique of facilitating rather than
lecturing with more student participation the discovery of solutions and strategies.

PA Common Core Standards

(http://static.pdesas.org/content/documents/PA_CC_Standards_PreK-HS.pdf, page 5)
Mathematical Content
2.1 Numbers and Operations
C) Number and Operations—Fractions
CC.2.1.4.C.1 Extend the understanding of fractions to show equivalence and
ordering
Mathematical Practices
http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf (pg 28)
1. Reason abstractly and quantitatively.
2. Construct viable arguments and critique the reasoning of others.

DISCOURSE: I want to use classroom talk to promote understanding.

The debriefing will encourage student-to-student talk, with the student teacher acting merely as a
facilitator. The purpose of this discussion is for students to articulate and reflect on their own
problem-solving approach, as well as listen to and understand the alternative strategies used by
their peers.
TASK:
Students use reasoning, open-ended strategies to compare fractions.
Compare the following fractions. Which one is bigger? Explain your thinking.

Norms: from their classroom

-Participate respectively
-Raise your hand to speak
-Come to class prepared and ready to learn
-Have a Growth Mindset
-Ask questions often

Lesson Plan (50 minutes long)

Launch: (15 minutes)
-Go over norms
-HOOK: Individual share out loud in group: “Which fraction is larger? How do you know?”
*can’t use proceduralmaking the same denominator, use binder paper to show work
1. Read aloud: There are 2 pies. Malalu ate 5/8 of her pie. Adam ate 7/8 of his
pie. Who ate more of their pie?
a. 5/8 & 7/8 write on board to scaffold
b. model using 2 “pie pan” diagrams. Divide up the circles into 8 parts.
Shade 5 pieces in one circle, 7 pieces in the other and explain the use of
the denominator and numerator for shading.
c. When students say 7/8 is bigger, rephrase their reasoning to include unit
fractions. 5 1/8s is smaller than 7 1/8s.
i. “I’ve noticed people saying, pieces are the same size. Can
someone tell me what mathematical term It’s a unit fraction.
Put your thumb up if you’ve heard of unit fraction. Good well I
have a video to give us a definition of a unit fraction”
ii. Define unit fraction: 0:10-1:18 seconds
http://study.com/academy/lesson/what-is-a-unit-fraction-definition-examples.html
2. Let’s do this next one with partners. Pair off students.
Read aloud: Saahir and Grace both made slime. Saahir filled 7/11 of his Tupperware. Grace
filled 7/9 of her Tupperware. Who made more slime? Can you prove your answer in a drawing?
a. 7/11 & 7/9 write on board to scaffold
b. “turn and talk” about reasoning
c. come together as a group and share 1-2 strategies, drawings encouraged
and replicate on the white board
i. encourage them to use unit fractions
d. Watch video 1:15-1:54
http://study.com/academy/lesson/what-is-a-unit-fraction-definition-examples.html
a. Let’s talk to each other in partners about how we use fractions in our own lives. Ok now
can someone tell me what they are going to talk about with their partner?
i. "Turn and Talk": Encourage students to make personal connections focusing
on how fractions are used in their lives.
b. Introduce the focus of the lesson: written on the board, have student read aloud
Learning Target: Students will use reasoning strategies to compare fractions”.
 i. Me: “The concepts you will learn are: advancing your understanding of
fractions as numbers, understanding a fraction as a number on a number line,
and compare fractions by reasoning about their size”
ii. Me: “I chose this lesson because we are focusing on fractions and will quickly
move onto decimals. So, I want to make sure we understand how fractions are
parts of a whole and a measurement strategy because as we discussed we use
fractions in life more than we realize!”
During: Partner work (15 minutes)
Work with a partner on worksheet: “Which fraction is larger? How do you know? You have to
prove it to me”
*can’t use proceduralmaking the same denominator
1. 5/6 or 7/8 (benchmark 1 unit fraction away from whole)
2. 3/4 or 1/2
3. 25/50 or 10/30 (benchmark ½)
4. 31/50 or 33/64
5. 13/12 or 12/11 (benchmark 1 unit fraction away from whole + whole,
improper fraction)
6. 28/25 or 16/15
Me: I will be walking around checking work using my checklist
2) Debrief: Discuss as a group (20 minutes)
a. Me: “what kind of strategies did you use for the first 2 problems?”
i. Anticipated response: Drawing, splitting into parts a circle by the
denominator, shading the numerator
1. Me: “So you used unit fractions to draw how many parts and then
shaded based on the numerator to see what this fraction looks like?”
b. Me: “what kind of strategies did you use for the 3 & 4?”
i. Anticipated response: simplified fractions
1. Me: “Anyone not simply the fractions and got the same answer?”
ii. Anticipated response: 25 is half of 50, 15 is half of 30 so 10 is less than half
1. Me: “so you used ½ as a benchmark to compare both fractions to see if the
fractions are greater or less than ½?”
c. Me: “what kind of strategies did you use for the 5 & 6?”
i. Anticipated response/Me rephrasing their response: they are improper
fractions. So, both are greater than one. Took away the one and compared the
leftover fractions
ii. Me: “The benchmark for these two problems is 1. The you compared the unit
fractions sizes.”
d. Each partner group share at least 1 strategy and important ideas (10 minutes)
3) Close: Exit Slip (10 minutes)
a. Write 3 fractions on a number line (0-1) in order
1/5
¾
1/8
*Me: does not have to be an accurate measurement of distance, but must be in order

ASSESSMENT: checklist
who talks to whom? Student-student (pairing will be made based on seating choice)
what is the student's role? Discussion leaders, answering my questions
what is the teacher’s role? Facilitating discussion, ask questions, monitor their workwhat they
write down. Take pictures of their models.
Materials & Preparation
Instructor will need: white board, pens, eraser
Each student will need: pencil, worksheet, binder paper
Location: end of the hallway at open tables
Write on white board before class: learning target

Anticipating Students’ Responses and My Possible Responses:

Possible points of confusion:
-not understanding the denominator determines the size= drawing to show two same size
circles (wholes) can be divided up by the denominator numbers and still be the same amount.
The same size circles represent the 1 on the number line and the fraction is how much of the
circle is filled (0-1).
-not understanding the numerator is the number of pieces of the denominator=the fraction
line is like a division sign but we aren’t solving.

Management issues:
-Students finish work quickly and are distracting other students
Accommodations:
For students who find the material too challenging: Give them the fractions ¾ and ½ to
compare. Remind them of everyday life examples. Why is ¾ bigger? Give them scaffolding:
draw 2 circles, represent ¾ and ½, ask them to show me what these fractions would look like
representing pizza.
“What would ¾ of a pizza look like? ½?”
Explain why I shaded certain number of pieces using the numerator. Have them practice with ¼
before moving onto the original task with less scaffolding.
For students who need a greater challenge/finish work early: Give them another set of
fractions on and ask them to write on a number line (similar to exit slip but more difficult). Less
scaffolding.
7/8
2/7
3/4
NAME:____________________

Which One Is Larger?

Show your work
Explain your reasoning
Ex: ½ vs. ¾
“I think ¾ is larger than ½ because….”
*Can’t use proceduralmaking the same denominator
1) 5/6 or 7/8

2) 3/4 or 1/2

3) 25/50 or 10/30
 4) 31/50 or 33/64

5) 13/12 or 12/11

6) 28/25 or 16/15
Exit Slip
Write 3 fractions on a number line (0-1) in order
1/5
¾
1/8

0 1
 Resources

1) Chapin & Johnson, Math Matters, Understanding the Math You Teach Grades K-8. Math
Solutions Publications, 2006. (Available many places; be sure to get the 2006 edition)
2) http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf
3) http://static.pdesas.org/content/documents/PA_CC_Standards_PreK-HS.pdf
4) OGAP Fraction Framework
Reflection
The discussion I should have encourage different drawings of fractions:

^they’ve seen this on their math website practice

-need manipulatives for circles because none of us could accurately split a circle up into even
pieces which effected the way they saw the shading

MUST HAVE:
Revised plan you when into lesson with:
-use highlights, track changes, annotations, comments showing where the changes
arescribed
-include comments
-changes you made based on feedback
Representation of Lesson
-brief summary of lesson
-paragraph before analysis
Analysis using 5 dimensions*
(use headings to address each of these in paragraphs)
-task
-tools did these help in the way I hoped it would
-discourse
-norms
-equity of access
^Artifacts integrated into analysis
-observer notes (don’t need to include them all), assessment checklist, student work,
photos, videouse vimeoembed code
^tie into analysis, not just posting it. Use excerpts or quotes
Reflection on learning
-use readings