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Understanding by Design (UbD) Lesson Plan Template

Classroom Teacher: Alison Elphick Grade (K-12) / Developmental Level:3



Date Lesson Will Be Taught: 4/30/14 Lesson Subject Area: Math

Lesson Topic: Comparing Fractions Preservice Teacher: Shayla Hosaka
Stage 1- Desired Results
Established Goals/Big Ideas (Include):
What are the big picture concepts, conceptual anchors, and connections?
Students will be able to compare fractions by using fraction units of fraction bars and
number lines.
Students will be able to determine whether fractions are greater, lesser or equal to other
fractions based on comparing the size of numerators and/ or denominators.
Common Core Standards:
CC.3.NF.2a
Understand a fraction as a number on the number line; represent fractions on a number line
diagram.
a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the
whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the
endpoint of the part based at 0 locates the number 1/b on the number line.
CC.3.NF.2b
b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0.
Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on
the number line.
CC.3.NF.3d
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.
Understandings:
Students will understand that..
You can use visual models such as fraction
bars, fraction strips, and number lines to help
compare fractions.
Fractions are numbers that can be represented
on a number line and whole numbers can be
partitioned into equal parts.
The values of the numerator and denominator
help you compare and reason about fractions.
Fractional parts are relative to the size of the
whole or the size of the set.
The more fractional parts used to make a whole,
the smaller the parts.
When comparing fractions of regions, the whole
of each must be the same size.
Essential Questions:
What questions highlight the big ideas?
How can I use models to
compare fractions?
How can a whole number be
broken into equal parts?
Why is it important to compare
fractions as representations of
equal parts of a whole or of a
set?
If you have two fractions, how do
you know which is greater or has
more value?
How can I prove that a fraction is
greater than, less than or equal
to another fraction?
How do you know the size of a
fraction and how its size
compares to other fractions and
whole numbers?

Content Acquisition (Objectives):
Student will know.
Key Words: fraction, comparing, number line, fraction
bar, equivalent, numerator, denominator, unit
How to use fraction bars and number lines to
compare fractions.
If two fractions have the same denominator, the
one with the greater numerator is greater. Ex:
4/5>3/5
If two fractions have the same numerator, the
one with the greater denominator is less. Ex:
1/5>1/7
If two fractions are equivalent, both fractions can
be reduced to the same fraction.
Some fractions can be compared by relating
them to benchmark numbers such as 0, 1/2, and
1.
Skill Acquisition (Objectives):
Student will be able to
Use fraction bars and number
lines to compare fractions.
Use the symbols >, <, = to
compare fractions.
Determine which of two fractions
is greater.
Demonstrate the size of the
fraction in comparison to the
whole using fraction bars and
number lines.
Stage 2- Assessment Evidence
Performance Tasks:
What tasks will students be able to do to demonstrate
understanding?
Fraction Strips
Correctly color, cut out, and label fractions strips
Compare numbers using fraction strips
Number Line
Indicate fraction units on number line by placing
tick marks
Hop across the number line and stop at tick
mark that represents their fraction given
Students will compare the fractions by looking at
both number lines to see which fraction is
greater while simultaneously verifying results
Other Evidence:
What other things can students do to
show what they know?
Check over their partners work to
make sure they labeled the
correct unit fractions on their
fraction strips
Answer questions
Comparing fractions (homework)


using fraction strips
Self-Assessments:
What ways can students check understandings to set
future goals?
3-2-1 Response
Thumbs up/thumbs down or using fist to five to
check for individual understanding at the end of
the lesson and to set goals for what they need to
improve on.
Students will receive feedback during
discussions and activities.
Students will be able to refer back to the anchor
chart and use their fraction strips to compare
fractions.
Reflections:
What did you identify during self-
evaluation?

Stage 3 Learning Plan
Learning Activities:
What will the students do during the lesson so that they achieve the stated goals? How will you
guide the students? What resources are needed?
Opening: Review students previous knowledge of fractions including the terms: fraction,
numerator, denominator, equivalent, and comparing. Go over each term and each definition and
refer to anchor chart.

During:
Fraction Strips
Show students the first three fraction strips and how to label them correctly.
Have students figure out which unit fraction belongs in the correct bar.
Let students fill in the rest of the unit fractions.
Once they are done, they will have a partner check to make sure they labeled correctly.
Students will then color each fraction strip one color.
Cut out the fraction strips.
Call out different fractions and have students compare them using their fraction strips.
Show an example on the board using a fraction with the same denominator, same
numerators, and equivalent fractions.
Have students come up to the board to place their fraction strips on the Elmo and then
compare fractions using greater than, less than, or equal to.

Number Line Fraction Placement Activity

Call upon two students at a time to come up to the number line.
The rest of the students will be seated at his/her desk using fraction strips to compare
fractions and observing classmates using the number line.
Give each student a fraction post-it with a fraction as they come up.
The student will tell me how many popsicle sticks they need for their fraction units.
Have students place popsicle sticks on the floor as the tick marks, breaking the fraction
into equal groups.
Each student will start from zero and hop to his or her approximate location on the number
line (Call out fraction while hopping).
As students prepare to place their post-it, ask Is that a large or small fraction?, Will it be
closer 0, , or 1?
Have students compare the two fractions on the number line and determine which is the
greater fraction.
If there is extra time, switch

Closing: Students will return to their desks, put their heads down, and wait for instructions.
Students will hold up a number from 1-5 using their fingers to show their level of understanding for
comparing fractions using a number line and using fraction bars or if theres enough time they will
do a 3-2-1 response on folder paper. On the back side they will compare two fractions to
determine if it >, <, or = using either a fraction bar or number line to show their work.
Three things I learned during the lesson
Two questions I still have, or things I am wondering
One thing I enjoyed about the math lesson today

Differentiated Instruction: During the Number Line Fraction Placement Activity, I gave my
challenge students harder fractions (fractions that had bigger denominators were hard to evenly
partition, and you were able to simplify. My low-leveled students were given the simpler fractions
that that were easier to break into equal groups to find the fraction.

Materials:
Anchor chart
Masking tape
Fraction strips
Fraction tiles
Crayons
Scissors
Post-it
Popsicle sticks

Acknowledged: ________________________________________ Date: ___________ Grade (if applicable): _________
(Course instructor, university supervisor, and/or cooperating teacher)

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