UFTeachers: Date & Time of Lesson: Course Title & Level:

Grace Cho, ​Harmony Hillman September 24, 2018 5-6pm Comparing and Adding Fractions​

Learning Target: ​As a result of today’s class, students will be able to: Sub-Objectives​: ​Will the learning target to be “chunked” into Modifications /Accommodations in Objectives for
sub-objective? Struggling Students​:
Students will be able to compare fractions by finding
To accommodate struggling students,
common denominators and through addition of fraction -​ Compare fractions with the same/different
we will provide pictures of the
denominators imaginary cakes used in our beginning
- Compare fractions with different activity to help them visualize the
NGSSS / MAFS:
denominators by finding a common difference between ⅛ and 1/10. If it
CTE-TECED.68.TECDES.01.04​ - ​Apply measuring techniques using
decimals and fractions.
denominator seems that any/many students are
- Add fractions with common denominators struggling with our fraction puzzle
MAFS.3.NF.1.3​ - ​Explain equivalence of fractions in special cases, and - Representing whole numbers as fractions activity, we can complete it as a class
compare fractions by reasoning about their size. with our guidance rather than giving
a. ​Understand two fractions as equivalent (equal) if they are the same size, them the full responsibility of
or the same point on a number line. completing it.
b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 =
2/3). Explain why the fractions are equivalent, e.g., by using a visual
fraction model.

c. Express whole numbers as fractions, and recognize fractions that are

equivalent to whole numbers. ​Examples: Express 3 in the form 3 = 3/1;
recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line
diagram.

d. Compare two fractions with the same numerator or the same

denominator by reasoning about their size. 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, e.g., by using a visual fraction model
 Modifications /Accommodations in Objectives for ​High
MAFS.4.NF.2.3​ - Understand a fraction a/b with a > 1 as a sum of fractions Achieving Students​:
1/b.
a. Understand addition and subtraction of fractions as joining and separating For any high achieving students, we
parts referring to the same whole. may ask them to complete a circle
puzzle without the fractions labeled and
b. Decompose a fraction into a sum of fractions with the same denominator
ask them to take an educated guess as
in more than one way, recording each decomposition by an equation. Justify to what the fractions may be, and why,
decompositions, e.g., by using a visual fraction model.​ Examples: 3/8 = 1/8 + as an extra challenge in engaging their
1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + ⅛
conceptual understanding of fractions.

​ dd and subtract mixed numbers with like denominators, e.g., by

c. A
replacing each mixed number with an equivalent fraction, and/or by using
properties of operations and the relationship between addition and
subtraction.

d. Solve word problems involving addition and subtraction of fractions

referring to the same whole and having like denominators, e.g., by using
visual fraction models and equations to represent the problem.

Formative Assessment: ​How will students be expected to demonstrate mastery of the learning target during in-class checks for understanding? (embedded assessments, checking for understanding activities
in order to assess if the students are meeting the stated ​learning targets (objective​) and ​sub-objectives​.)
We will use FACT #23: “Is It Fair?” during our engagement activity this week. Students whether the amount of cake that they and their friend
ate at a birthday party is fair- essentially asking, did one person receive more or less cake, or was the distribution equal? This will assess
students’ knowledge of equivalent fractions that we started discussing last week. We want to use this at the beginning of our lesson to address
any potential misconceptions about comparing fractions and to introduce the idea of finding common denominators as a way of comparing
and operating with fractions.

Student Self-Assessment: ​What form of self-assessment and goal-setting will be used?

Students will be working collaboratively to construct wholes using fraction puzzles. Students will affirm their own knowledge through
discussion with their peers, as well as challenge their own ideas by hearing those of others. We will provide an agenda at the beginning of the
lesson to ensure students can assess their progress through our activities.
Mathematical Practices: ​Which Mathematical practice(s) will be What and A​ cademic Vocabulary​ will be How will students connect learning to What ​misconceptions​ may need to be
targeted for proficiency development during this lesson? (HIGHLIGHT applicable introduced or reinforced in this lesson? Real-World​ and I​ nterdisciplinary addressed? How will you do so?
practices) How will that occur? applications or experiences?
● Make sense of problems and persevere in solving them. The student might fail to find a
-​
● Construct viable arguments and critique the reasoning of The terms “equivalent Our introductory activity common denominator and add
others. fractions” and “common will give real-world straight across when working
● Reason Abstractly and quantitatively. denominator” will be application for comparing
introduced and reinforced in with fractions. Through the
● Model with Mathematics. pieces of a whole when the cake activity and review last
● Attend to precision. today’s lesson. We will ask
students to brainstorm what
pieces are not equal sizes week’s class, we will visually
● Use appropriate tools strategically. (such as when foods like
● Look for & make use of structure. fractions that look different but show students why this does
represent the same number pizzas and cakes are cut into not work.
● Look for and express regularity in repeated reasoning.
could be called. If they do not different numbers of slices).
know the term equivalent Fractions are also commonly - The student may also think
fractions, we will introduce this used in measurements, such that, for example, ⅔ is smaller
terminology to our students. as rulers or when cooking, than 7/9 simply because the
After they understand this
and it is valuable to be able numbers 7 and 9 are bigger
phrase, we will use it when we
see fractions we can reduce.
to compare these kinds of than 2 and 3. We will talk about
values when they have common denominators and find
When talking about strategies different denominators. equivalent fractions to compare
for completing our fraction them.
puzzle, we are expecting
students to realize that the
fractions that fit together the
best have a common factor in
their denominator. We can use
this discovery to introduce the
idea of common denominators
for adding and comparing
fractions. Once again, if
students are unfamiliar with
this term, we will introduce it
to them and continue to use it
every time we discuss finding
common denominators.

Activity/Tasks
Beginning of class
engagement:​ ​Warm-up
activity connecting to prior
knowledge, real-world,
and/or interdisciplinary
applications t​ hat increases
student interest​ in the
lesson.
(5-7 minutes)
What will you be doing?​
We will begin the class by
throwing an imaginary birthday
party. In this imaginary party,
there are 2 cakes that are the
same size. We will ask the
students the following questions:
-The first cake is cut into 10 equal comparing equivalent
slices. The second cake is cut into
8 equal slices. Which cake would
you want a slice of? Why?
-You go to a different birthday
party on the same day that also
has 2 cakes! Both cakes are the
same size. The first cake is cut
into 9 equal slices. The second
cake is cut into 12 equal slices.
You eat 3 slices from the first
cake, and your friend eats 4 slices
from the second cake. Compare
how much you and your friend
ate at the party. Is the amount of
cake you each got fair?
If necessary, we can demonstrate
as a class what these cakes would
look like using the blackboard..
This activity will be a review of
our lesson from last week, as well
as introduce ideas we will use for
today’s lesson​.
What will the students be doing?​ H​ ow will you
differentiate?
Middle Level ​
Middle achieving
students may be able to
see that the pieces in an
8-slice cake are bigger,
but they may be
confused about
fractions due to lack of
understanding of
reducing fractions.
S​ truggling or Higher Achieving?
Struggling students will
think that, because 10 is
greater than 8, the slices
in the first cake are larger
than in the second. They
also may have difficulty
comparing equivalent
fractions based on this
misconception.
Higher achieving
students will understand
that fractions with larger
denominators have
smaller slices. They will
also be able to compare
equivalent fractions by
reducing the larger
fraction.
What assessing or advancing questions will you ask?
-If there are 8 slices in one cake
and 10 in the other, which will
have larger slices? Why?
-How can we compare a cake cut
into 9 slices with a cake cut into
12 slices?
-Is there a common factor we can
multiply or divide by to compare
these more easily?
-Did your friend eat more, less, or
the same amount as you?
-What do we call fractions that
look different, but represent the
same number?

Activity/Tasks What will you be doing?​
Activity/Task 1 We will have a “puzzle” for
​ ow will the
(explore):​ H the students. We give them
students be actively pieces of a circle and ask
involved in understanding
and applying the learning them to complete the circle.
targets?
The puzzles will consist of ⅓, right pieces. They may
1/9, 1/9, and 4/9.
(15 minutes)
Another puzzle will have
3/6, ⅛, ⅛, and ¼.
However, we will mix all of
these pieces up and have
them put two whole puzzles
together. The pieces will be
labeled with the fraction.
The students will work
collaboratively on a desk or
on the floor to complete the
puzzles together and share
ideas.
What will the students be doing?​ H​ ow will you
differentiate?
Middle Level ​
Middle level students
might complete one
circle. They might use
trial and error/guess
and check to find the
see some but not all of
the relationships
between the fractions.
S​ truggling or Higher Achieving?
Struggling students will
struggle to completely
make two whole circles.
They will not be able to
see the relationship
between fractions with
different denominators.
High achieving students
will able to complete two
circles easily by finding a
common denominator.
What assessing or advancing questions will you ask?
- ​Why did you choose these pieces
to fit the puzzle?
- How do you know that they fit?
- Are these fractions equivalent?
How do you know?
- Are these the only fractions that
can fit in this circle?
- What other fractions can we
replace these fractions with?
Activity/Task 2
(sense-making)​How
will the task develop student
sense-making and
reasoning? What literacy or
higher-order cognitive
strategies will be employed?
(15 minutes)
We will have class Middle achieving Struggling students will -Why did you choose to put these
discussion about why the students will have trouble splitting up fractions together?
puzzles looked the way they understand that the fractions and seeing
did and how was can fractions can be broken that ⅜ can be split into -Do you notice anything about the
explain it with words. down but might not see three fractions. Students fractions that worked together to
it right away. Students might think that there are make a whole?
We will give them time to are able to explain their three eights instead of
talk to their partners to reasoning but might seeing that there are 3 -Is there a way we can represent
answer the following struggle to find the parts out of eight. all the fractions in one circle using
question: “how do you need to find a common the same denominator? How?
know that these fractions go denominator. Higher achieving
together to complete the students will be able to -How do we add fractions? Can
circle?” convert fractions and you add two of the fractions from
compare them without the puzzle with the same
We will then come together necessarily breaking denominator?
as a class and share what down the fraction.
each partner shared. We However, they will be -If we wanted to add two of the
will go over common able to explain and fractions from the puzzle that
denominators and break reason that the fractions don’t have the same denominator,
down fractions to add and that they worked with what could we do?
compare. (Ex. ⅜ is ⅛ + ⅛ +⅛) can be broken down.
-How can we write a fraction as a
sum of smaller fractions?
- What would the fraction ⅚ look
like when broken down?
- What about 6/1?
Activity/Task 3 Students will be working Middle achieving Struggling students will -Would you like to explain your
​ ow will the
(extend):​ H collaboratively to construct students will be confused of why 2/1 is reasoning for choosing these
task require student two wholes using our understand 6/1 and 2 and why 6/1 is 6. They pieces to go together?
conjectures and
communication in a fractions puzzles. They will 2/1 but will have will have trouble
collaborative structure that discuss with one another trouble understand 4/2 understanding that -Does anyone agree? Does anyone
promotes individual and and use respectful and 6/3. They might fraction is a part of a disagree? Why?
group responsibility for
quality work? mathematical argument to think that we need to whole and that 2/1 can
justify each individual’s add 2 four times be broken down into -How can we represent our two
(5 mins)
ideas as to how the puzzles instead of ½ 4 times. 1/1+1/1. whole circles as a fraction?
fit together and why.
Students will also be Higher achieving -What other, equivalent fractions
working in pairs to students will understand can represent 2 wholes?
construct their reasoning that in a circle, all the
behind the fractions they fractions add up to 1. So
chose to put together. As a with fractions over 1,
class, we will use their they will see that we are
answers to discuss common adding it out of 1. They
denominators and how they will also understand
related to students’ fractions such as 4/2 and
responses. To extend, we 6/3.
will ask our students to
think of ways to represent
our two whole circles as
fractions. The wholes can be
represented as 2/1, and
now that they have a
foundation for common
denominators we can find
other equivalent fractions
to this (such as 4/2, 6/3,
etc).
Student-led closure To end our lesson, we will
and checking for ask our students to
understanding of the volunteer definitions
and learning target. and/or examples of
equivalent fractions, finding
common denominators, and
adding fractions. We will
ask them to share any
connections they have
found between these
concepts we explored in our
lesson.
Materials Needed:
Fraction puzzles (attached below)
Scissors
Middle achieving Struggling students will - Who wants to share how to find
students will be able to not be able to easily recall a common denominator?
give a few definitions or definitions of these
examples of some, but concepts, or they may - Can someone else tell us why we
not all, of our concepts share flawed examples need common denominators?
from the day. They may due to confusions or
be able to see a unaddressed - How do we add fractions? What
connection between misconceptions. They are the steps to adding fractions?
two of the concepts, but may not be able to see
not all three. any connections in these - How do we break down bigger
topics. fractions?
Higher achieving
students will be able to
give solid definitions and
examples of all three
concepts from the lesson.
They will be able to see
how all three concepts
connect to one another.
Technology Tips:
N/A​
6 copies
​6 copies