Name: Julianne Kachovec Grade Level: 3 Subject: Math

Date: Tuesday 2/11/14 Class Period: 12:30PM 1:15PM Lesson # & Title: 10-2, Using Models to Compare Fractions: Same Numerator Big Idea/Lesson Focus: Comparing fractions with the same numerator. Essential Question: How can you compare fractions that have the same numerator? Context for Learning: There are 21 students: 9 boys and 12 girls. The school is in an urban area, although a lot of the area is also rural. There are no students on IEPs and there are no students that have been identified as gifted. Most students have either a low to average SES status and the majority of the students are Caucasian however there is one student of mixed races. Function of the Lesson (check all that apply): X Introduce New Skill or Content X Practice

Review Remediation/Reteaching

Content Standards: 3.NF.3.d: Compare two fractions with the same numerator 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. Learning Objectives: The Students will be able to use models and reasoning to compare fractions with the same numerator achieving 80% accuracy on their leveled homework. Academic Language (or A.L. Demands, A.L. Objectives): The students will be able to recognize and use the terms numerator, denominator, compare, greater than, less than, and equal to when discussing fractions with the same numerator. Instructional Materials and Support: Electronic whiteboard Chalk Board/ Chalk Individual whiteboards/ markers Fraction: Part of a Whole Song/Video enVision Math 10-2 Video enVision Math online practice Fraction block sets 10-2 Quick Check worksheets 21 copies 10-2 Enrichment homework worksheets 5 copies

Prior Knowledge: The students recently finished chapter 9 that introduced them to fractions and what the numerator and the denominator are and what they mean in the fraction. Also, students have learned to compare whole numbers, and in the previous lesson fractions with the same denominator, using these symbols: >, <, =. Assessments: Pre-Assessment for the unit: Pre-Assessment with 8 multiple choice questions covering sections 10-2, 10-3, and 10-4. Assessment(s) during the lesson: Textbook problems done on individual whiteboards. Assessment(s) at the end of the lesson: Quick Check worksheets and leveled homework Post-Assessment for the unit: Post-Assessment with 8 multiple choice questions covering sections 10-2, 10-3, and 10-4. Strategies & Learning Tasks Introduction: I will begin by playing the song, Fraction: Part of a Whole and let the students sing along. I will then remind the students about the previous lesson on comparing fractions with the same denominator and I will give them a few review problems. Then I will explain that today we will be comparing fractions with the same numerator but different denominators. Presentation/Explicit Instruction: Next I will use the enVision Math video to further explain comparing fractions with the same numerator, pausing occasionally to explain and ask students for responses. The video has an example that we will work through step-by-step as a class. I will then use fraction blocks to demonstrate how if the numerator is the same, the larger the denominator, the less the fraction will be. I will use the example of a candy bar, explaining that if I only share the bar with one friend we will have bigger pieces than if I shared with three other friends. I will use the different fractions blocks to show this. Structured Practice/Exploration: Next I will ask two students to pass out the fraction block sets to each student and I will ask two other students to pass out the individual white boards. Each student will get a block set and a white board and marker, so we can compare fractions, I will have the students get into pairs. I will give them the problem: Carrie and Alan both have the same amount of vegetables to eat. Carrie has eaten 1/4 of her serving of vegetables. Alan has eaten 1/3 of his serving. Who has eaten more vegetables? I will ask the students to work in their pairs to determine which person ate the most and then I will ask them to write it on their boards using the greater than, less than, or equal to symbols. Guided Practice/Specific Feedback: Then I will bring up the enVision Math online practice problems. The students will stay in their pairs and we will work through a few sample questions as a class. Then I will ask the students to try the next few problems in their pairs, raising their hands when they think they have the answer. I will walk around checking answers.

Independent Practice/Application: I will then pass out the 10-2 Quick Check worksheet and students will work independently to complete it but asking questions when they get stuck. When they have finished the worksheet they will turn the worksheets into the tray, and get out a Reading Counts book. Closure: Once all of the students have completed the Quick Check worksheet, I will grade them, and pass out the leveled homework based on how well each student grasped the material. If there is time at the end of the day, I will pull a few students that struggled with the lesson, to work with them oneon-one on their homework. Differentiation, Individualized Instruction, and Assessment: The homework that the students receive is leveled based on how well they understand the concepts in the math lesson. There are three levels of homework: reteaching, practice, and enrichment. Also, throughout the lesson, I used a variety of teaching strategies to engage the different types of learners in class such as music, manipulatives, visual and auditory instruction, and cooperative learning. Research and Theory: This lesson is primarily based off of the enVision Math materials and resources with has been developed by the company Pearson. I also incorporated music, linguistic, math/logic, spatial, and interpersonal intelligences based off of Garners Theory of Multiple Intelligences. By having the students work in pairs, I also incorporated Vygotskys Cooperative Learning Theory.