USF Elementary Education Lesson Plan Template (S 2014) Grade Level Being Taught: 3 Subject/Content: Math

Group Size:18

Name: Sara Malinka Date of Lesson: 1/22- 1/24

What Standards (national or state) relate to this lesson? (You should include ALL applicable standards. Rarely do teachers use just one: theyd never get through them all.) Essential Understanding (What is the big idea or essential question that you want students to come away with? In other words, what, aside from the standard and our objective, will students understand when they finish this lesson?) Objectives- What are you teaching? (Student-centered: What will students know and be able to do after this lesson? Include the ABCDs of objectives: action, behavior, condition, and degree of mastery, i.e., "C: Given a sentence written in the past or present tense, A: the student B: will be able to rewrite the sentence in future tense D: with no errors in tense or tense contradiction (i.e., I will see her yesterday.)." Note: Degree of mastery does not need to be a percentage.) Rationale

Lesson Content MA.3.A.2.3- Compare and order fractions, including fractions greater than one, using models and strategies.

MA.3.A.2.4- Use models to represent equivalent fractions, including fractions greater than 1, and identify representations of equivalence.
Day 1 When is it fair/ not fair to compare the size of two or more fractions? Days 2-3 How can you compare unit fractions that have the same numerator? How can you compare unit fractions that have the same denominator?

Day 1 SWBAT compare two unit fractions using more than one model or strategy. Days 2-3 Using a number line, SWBAT compare two fractions that have the same numerator or denominator

- I'm teaching this so students can get a visual, conceptual understanding of how we order and compare

USF Elementary Education Lesson Plan Template (S 2014) Grade Level Being Taught: 3 Subject/Content: Math
Address the following questions: Why are you teaching this objective? Where does this lesson fit within a larger plan? Why are you teaching it this way? Why is it important for students to learn this concept?

Group Size:18

Name: Sara Malinka Date of Lesson: 1/22- 1/24

fractions. Students need to learn this concept because we frequently use fractions in every day life. Students will need to apply their knowledge when it comes to measuring in the kitchen, distance and in science. * This Global Concept 2 for this unit. This unit is broken up into four concepts: 1. Models and Benchmarks to Compare fractions 2. Models and Strategies to Compare Fractions 3. Pieces Missing and Compare the Whole to Compare Fractions 4. Model and Represent Equivalent Fractions

Evaluation Plan- How will you know students have mastered your objectives? Address the following: What formative evidence will you use to document student learning during this lesson? What summative evidence will you collect, either during this lesson or in upcoming lessons?

Day 1 Formative- Observation of group conversation and student explanation. Observation of student manipulatives. Days 2-3 Formative- Observation of group conversation and student explanation. Observation of student models and strategies. Commit and toss for journaling question at the end of day 2 lesson. Summative- Unit test

What Content Knowledge is necessary for a teacher to teach this material? What background knowledge is necessary for a student to successfully meet these

- How to compare and order fractions greater than one and mixed fractions - How to use fraction tiles to build fractions greater than one and mixed fractions - How to create and plot fractions on a number line -Students should understand what a numerator and denominator is and be able to explain the meaning behind each one. -All but five students passed the unit test Understanding Fractions. My students struggle with turning a

USF Elementary Education Lesson Plan Template (S 2014) Grade Level Being Taught: 3 Subject/Content: Math
objectives? How will you ensure students have this previous knowledge? Who are your learners? What do you know about them? What do you know about their readiness for this content? What misconceptions might students have about this content?

Group Size:18

Name: Sara Malinka Date of Lesson: 1/22- 1/24

fraction greater than one into a mixed number and then plotting it on a number line. - Students have also struggled with the idea that the denominator tells you how many equal pieces make up the whole.

- 1/8 is greater than 1/4 because 8 is a greater number than 4. - 4/4 is not equal to 1 - 4/8 is not equal to 1/2 Lesson Implementation Student exploration Cooperative learning strategies NCTM Process Standards

Teaching Methods (What teaching method(s) will you use during this lesson? Examples include guided release, 5 Es, direct instruction, lecture, demonstration, partner word, etc.) Step-by-Step Plan (What exactly do you plan to do in teaching this lesson? Be thorough. Act as if you needed a substitute to carry out the lesson for you.) Where applicable, be sure to address the following: What Higher Order Thinking (H.O.T.) questions will you ask? How will materials be distributed? Who will work together in groups and how will you

Time

Who is responsible (Teacher or Students)?

Day 1
Problem Solving/Hook: Introduce EQ- When is it fair/ not fair to compare the size of two or more fractions?

Pose Question: Is one half of an item always the same when comparing? - Take predictions. - What are the basic rules that we need to keep in mind when we are working with fractions? (equal parts, part of a whole) Use Snap cubes as examples: - Let's figure out if one half equals one half every single time we are

USF Elementary Education Lesson Plan Template (S 2014) Grade Level Being Taught: 3 Subject/Content: Math
determine the grouping? How will students transition between activities? What will you as the teacher do? What will the students do? What student data will be collected during each phase? What are other adults in the room doing? How are they supporting students learning? What model of co-teaching are you using?

Group Size:18

Name: Sara Malinka Date of Lesson: 1/22- 1/24

comparing fractions - We are going pretend like our red cubes (8) are a nice big Twizzler. Please break your Twizzler in half (should have two groups of 4). - Next we are going to pretend that our green cubes are a stick of minty fresh gum (4). Please break your minty fresh stick of gum in half (should have two groups of 2). - What do you notice about the two halves you have sitting there? - Why could each of your halves be different sizes? (The wholes that we started with are different sizes) - Lets move onto another example with our pattern blocks... - Take out a yellow hexagon, this is your whole. What fraction is the blue trapezoid to the yellow hexagon? (1/2) - Now find your blue rhombus, this is your whole. What fraction is the green triangle to the blue rhombus? (1/2) - Each represent a half, but what do you notice about these halves? Why is there a difference? - Lastly, I will demonstrate this with books. One day I felt like reading half of the dictionary. I was so happy and felt so smart. My younger sister wanted to be just as smart as me so she showed me that she read half of this story. Is my younger sister right to assume that we each read the same amount because we both read half of our books? Why? - This is the knowledge that you need to apply when comparing fractions. Sometimes it is not fair to compare the size of fractions if the wholes of both fractions are not the same size. (Think about comparing an apple and a watermelon)

USF Elementary Education Lesson Plan Template (S 2014) Grade Level Being Taught: 3 Subject/Content: Math

Group Size:18

Name: Sara Malinka Date of Lesson: 1/22- 1/24

Reasoning & Proof

When is it fair/ not fair to compare the size of two or more fractions? Here is my challenge question: "Can you describe a situation with pizzas where 1/2 > 3/4 or where 1/2 = 3/4 (Answer: Could be that the pizzas are not the same size, one of the pizzas is larger than the other so the division of the pizza would result in one of these situations).
Communication: HOT Questions for Discussion: Do the wholes need to be the same size in order to compare and order the fractional parts of each? Explain. When is it fair/ not fair to compare the size of two or more fractions?

Days 2-3
Problem Solving/Hook: Introduce essential questionsHow can you compare unit fractions that have the same numerator? How can you compare unit fractions that have the same denominator? - 2/5 and 2/3, how can you tell which is greater? Use different strategies to prove your answer. (ask students to share a drawing, number line or any other strategy) - Turn and talk in your table groups, how could we tell 2/3 is larger, just by looking at the denominator? (If a whole is broken into three pieces and another whole is broken into five pieces, those three pieces are larger than the five pieces, the larger the denominator- the smaller the piece) Reasoning & Proof Let's try some more problems just like this one.

USF Elementary Education Lesson Plan Template (S 2014) Grade Level Being Taught: 3 Subject/Content: Math

Group Size:18

Name: Sara Malinka Date of Lesson: 1/22- 1/24

-Use PowerPoint of practice questions. Students will justify their responses and thinking by plotting two fractions on a number line and also drawing a picture. - During this work time, students will work in their table groups to discuss what they are doing and why they are doing it Communication: HOT Questions for Discussion: If the numerator is the same, how does looking at the denominator help you compare fractions? If the denominators are the same, how does looking at the numerator help you compare fractions? What will you do if a student struggles with the content? Parallel teach with CT- Students who struggle with the content will be pulled back for small group teaching with CT as I continue to float around to each table group as they problem solve. a student masters the content quickly? Rather than asking the students to solve the problems using fraction tiles or a number line, I will ask if they can solve it a different way. Accommodations (If needed) (What students need specific accommodation? List individual students (initials), and then explain the accommodation(s) you will implement for these unique learners.) Materials (What materials will you use? Why did you choose these materials? Include any resources you used. This can also include people!) AR, EL- read the word problems to them

What will you do if

Fraction tiles- so students can visually see the differences between fraction sizes Number Lines made out of sentence strips Snap cubes to compare sizes of wholes ELMO- so students can share their ideas and thinking and "teach" the class of new information they discovered

USF Elementary Education Lesson Plan Template (S 2014) Grade Level Being Taught: 3 Subject/Content: Math

Group Size:18

Name: Sara Malinka Date of Lesson: 1/22- 1/24

Resources- GCG's for third grade, CT, math content coach and other third grade interns