ComparisonofFractionsusingSymbols<,>,=

Author:
Clint Metcalf
Date created:
08/29/2015 9:14 PM EDT ; D
ate modified:
09/05/2015 8:29 PM EDT

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PLANNING
Essential Question

WhatareNumerators?
WhatareDenominators?
WhatisaCommonDenominator?
Whatdoeseachsymbol(<,>,=)represent?

Topic or Unit of Study Comparing Fractions

Grade/Level 4th Grade
Subject(s) Mathematics
CT Approval/ Date

21STCENTURYSKILLSANDTECHNOLOGYTOOLS
Standards NC Professional Teacher Standards:
Standard 4 Teachers Facilitate Learning for Their Students
This standard was met by the use of a formative assessment
created by plickers, taken prior to lecturing students with an
E-maze presentation.
NETS-T:
1. Facilitate and inspire student learning and creativity
This standard was met by the use of engaging students in
real-world problems with the use of fraction comparison.
NETS-S:
4. Critical thinking, problem solving, and decision making
This standard was introduced with the formative assessment
used to understand each individual students basic knowledge
of fraction comparison and challenged them with a few
questions that covers the new material that will be covered.
After the assessment is taken and the E-maze presentation is
covered more problems will be addressed before each student
attempts problems on their own.
NCEES:
Number and Operations - Fractions 4.NF.2
This standard was met by the use of comparing fractions with
computing a common denominator when the whole
(denominator) was different. Also, when applicable students
held a benchmark of 1/2 to better compare fractions.

Learning Target(s):
Targets/Objectives

Beingabletorecognizefractionsastheyarelessthan(<),greater
than(>),orequal(=)tooneanother
Holdingasabenchmarkinsomescenariostobeabletofindthe
equivalenceofeachfraction
Learningwhatanumerator,denominator,andcommon
denominatorare

Objectives:

Technology Tools

Understandingfractionsandhowtheycomparefromonetothe
otherwithsymbols(<,>,=)relatingthem
Understandingifthereisnotalreadyacommondenominator
withinthetwofractionsbeingcompared,createonetobeableto
comparethetwofractions

Viewing a E-maze that I have created to implement the subject

Formative Assessment using Plickers

Once have shown the knowledge of being able to compare

fractions by hand the use of a calculator can be used

Assessment/Rubrics Iwillbeusingaformativeassessmenttobetterunderstandeachstudents

understandingoffractioncomparison,butalsotounderstandhowindepth
Ineedtocoverthenewmaterialforthisyear.
ThespecificassessmentthatIwilluseisaquestionnaireproducedbyme
fromplickersandincludesbothmultiplechoiceandtrue/falsequestions.
Thesequestionsincludeinformationthatshouldhavebeentaughtand
retainedfromlastyearsmaterialandnewinformationregardingthisyears
informationonfractioncomparison.Thiswillbeaformativeassessment
andnottakenupforagrade,butratherasummaryofeachindividual's
understandingofpastandpresentknowledgeoffractioncomparison.

Assessmentanswers:
1.
2.
3.
4.
5.
6.
7.
8.

B.False
A.True
B.5/16<3/8
A.1/2<5/8
B.False
A.True
A.3/8<5/8
C.1/4<3/4

IMPLEMENTATION
Introduction to Lesson Last year comparing fractions was taught by learning that you

could compare fractions only if they were the same whole

example:1/4 is what to 2/4 . However if the same question
was revised and asked like the following:1/4 is what to . This
could not be valid because the whole of the fractions are
different. We will be learning about numerators, denominators,

and common denominators. This will help us to compare

fractions that do not have the same whole.
Teacher Input

Numeratoristhetopportionofafraction
Denominatoristhebottomportionofafraction
Commondenominatoriswhenwecomparethedenominatorto
makesuretheyarethesamewhole
Example:
Compare1/4to1/2
1. Wefirstneedtocomparethedenominatortomakesuretheyare
thesamewhole.YesorNo?
2. IftheanswertothefirstquestionisNothenweneedtofinda
commondenominator.
3. Thedenominatorforthetwofractionsare4and2.
4. Acommondenominatorforbothofthesenumbersare4.
5. Wenowaskourselveshowmanytimeswill4gointo4.The
answeris1.Therefore,weleavethenumeratorofthisfraction
alone.
6. Nextweaskourselveshowmanytimewill2gointo4.The
answeris2.Therefore,wemultiplyboththedenominatorby2and
thenumeratorbytwochangingthisfractionto2/4insteadof1/2.
7. Nowthatbothofourfractionshavethesamewhole(denominator
itistimetocompare1/4to1/2.
8. 1/4<1/2
<representslessthan
>representsgreaterthan
=representsequalto
https://www.emaze.com/@ALQQCTFI/presentation-name?autoplay

Guided Practice

Providingmultipledifferentscenariosofcomparingfractionsonthe
boardIwillassignworkproblemsforthestudentstodo
Studentswillworkontheirownforapproximately15minutes(Iwill
becirculatingtheroomobservingthestudentsworkandassisting
studentsasneeded)
IfthereisstilltimeallowedintheperiodIwillchoosecertain
studentstocomeputtheirworkontheboard
IfnotimeisallowedduringtheperiodIwilltakeuptheworkand
lookthroughtoseeifstudentsunderstandthematerialtoseeifI
needtobetterinstructthematerialormoveontothenextsubject

Independent Practice With the following link we will do a quick in-class quiz to do a
pre-assessment of fraction comparison.

Questions are arranged in the format of multiple choice and

true false.
There is only one correct answer for each question.
Some questions are based on prior knowledge of fraction
comparison, while others will be new material which we will
cover, but allows a challenge for yourself

All questions are for my personal use and a grade will not be
conducted. However, take it seriously for I will use it for
teaching purposes.

http://clintmetcalf.weebly.com/lessonactivity.html
Nowthattheassessmentisoverandwehavetalkedaboutfraction
comparisoninthenewformatofnotbeingwhole(differentdenominators)I
willassignsomeproblemsforhomework.
Differentiated Instruction EnglishasaSecondLanguage:

Whenasummativeassessmentisinplacethesechildrenwillbeallowed
extratimeandifneedbequestionsandanswersreadaloudtobetter
understandwhateachquestionisasking.

AcademicallyGifted:
Iwillallowoneononeinstructionwiththesechildrentomakesurethey
haveafirmunderstandingofthematerialcovered.
Closure Fractionscansomewhatbediscomforting,butallowingabenchmarkof1/2

whenadequatecanhelpsumupconfusionwhilecomparingfractionseven
ifthewhole(denominator)isdifferent.However,if1/2cannotbeheldasa
benchmarkthenincorporatingacommondenominatorwilloccur.These
skillsofcomparingfractionscanbeusedwhilelookingoverarulerorwhen
needingacertainmeasurementforabakegood,buttheactual
measurementisnotmarkedonameasuringcup.

Time Allotment Allowing two class periods to touch on this subject, but if a majority
rule of struggle with the concept more time will be allowed to discuss
this subject.

MATERIALSANDRESOURCES
Instructional Materials Upmostfullonattentionofallstudents.Thismaterialcanbetterhelp

studentseasilyidentifyfractionsandtheircomparisontooneanother.This
materialcanbeusedinthekitchenhelpingyourmotherbakeorhelping
yourfatherbuildhisnextcarpentryproject.

Studentswillmorethanlikelybeprovidedacalculatorwhenneeded,but
mustbringpencilandpapertoclassroomtoworkthroughproblems.

Resources

Bibliography

COMMON CORE. Retrieved August 31, 2015, from

http://www.ncpublicschools.org/acre/standards/common-core/

emaze - Online Presentation Software Create Amazing Presentations.

Retrieved September 5, 2015, from
https://www.emaze.com/?emazehome
Retrieved September 5, 2015, from
https://www.plickers.com/library
STANDARDS. Retrieved September 5, 2015, from
http://www.ncpublicschools.org/effectiveness-model/ncees/sta
ndards/
Standards for Teachers. Retrieved August 31, 2015, from
http://www.iste.org/standards/iste-standards/standards-for-te
achers
Standards for Students. Retrieved August 31, 2015, from
http://www.iste.org/standards/iste-standards/standards-for-stu
dents

REFLECTION
Authors comments and TBD
reflection