Name: Dana Egan Cohort: C2

Lesson Plan

Lesson Title: Introduction to Fractions Grade: 6 Date: December 10th 2018

Subject/Strand: Mathematics/ Number Sense and Numeration Location: Classroom 231 Times: 8:30-10:00 am

Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring
understandings?)

Students will be learning how to compare fraction by looking at one set and determining which fraction is greater or smaller.
Students will first create their own fractions and then place themselves on a human number line. From there students will be
shown three separate fraction problems and in pairs they will work through the problem using different manipulatives. Students
will explain their thinking in their groups while the teacher circulates listening to the conversations. The big idea is get students to
see comparative fractions and being able to determine which fraction is greater or smaller.

STEP 1 : CURRICULUM CONNECTIONS

Ontario Curricular Overall Expectations (numbers from documents and details)

Grade 6:

read, represent, compare, and order whole numbers to 1 000 000, decimal numbers to thousandths, proper and improper
fractions, and mixed numbers;

Ontario Curricular Specific Expectations and Achievement Chart Categories

(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect
to assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)

Grade 6:
represent, compare, and order fractional amounts with unlike denominators, including proper and improper fractions and
mixed numbers, using a variety of tools and using standard fractional notation (T/A)

Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in
language that students can readily understand.)

Today I will learn…

● How to look at and compare fractions in order to determine which fraction is greater or smaller.

STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [ X] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning:
evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the
Achievement Chart criteria.

I CAN:
● Identify which fraction is greater or smaller by using manipulatives to back-up my thinking (A)(K)
● I can explain why a fraction is greater or smaller based on which kind of fraction is being solved (K)

Assessment Mode- Written, Oral, Assessment Strategy and Assessment Tool - Instrument used to
Performance (Write, Say, Do) Task for Students- assess; Record Keeping format
What are the students doing to
Say/Do show their learning? Anecdotal notes will be used when circulating
the classroom listening to students thinking.
Students will be explaining their
thinking when it comes to the
different fractions that are
displayed on board.

STEP 3: CONSIDERATIONS FOR PLANNING

Prior to this lesson….

Students have been given a diagnostic assessment for fractions to see what they know about fractions.

I.E.P. program implications: Accommodations, Modifications

E: Grade 5 Math, works at grade six level for now, modifications if needed
B: Grade 5 math, changing numbers to grade ⅘
S: Chromebook, Grade 2 language, changing numbers to gr. 4
R: Chromebook
J: Chromebook if necessary
N: Chromebook

Differentiation: Content, Process, Product, Environment, Assessment

Process: Students will be working in pairs and using white boards to solve the answer. Students can use manipulatives to show
their thinking with snap cubes, fraction strips and Cuisenaire rods.
Content: Students will be given enough time to finish each fraction.
Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ ] independent work, [ ] collaboration, [ ] initiative, [ ] self-regulation
Organization:

Collaboration: The student accepts various roles and an equitable share of work in a group. The student responds positively to
the ideas, opinions, values, and traditions of others.
Organization: The student establishes priorities and manages time to complete tasks and achieve goals.
Self-Regulation: The student seeks clarification or assistance when needed.

Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)

Improper Fraction: is a fraction In which the numerator is greater than or equal to the denominator.
Mixed Fraction: A whole number and a fraction combined into one missed number
Number Line: is a picture of a graduated straight line that serves as abstraction for real numbers.
Numerator: The number above the line in a common fraction
Denominator: a number below the line in a common fraction

Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.

Smart board
Number line
Variety of improper and mixed fractions
Snap cubes
Fraction strips
Cuisenaire rods

Three Part Lesson Identify what the students are expected to think about or do.

What Teachers Do: Write the lesson description with enough detail What Students do: Identify what the students
that another teacher could replicate the lesson without a personal are expected to think about or do (in terms of
discussion. Prompts and guiding questions are required in each learning processes).
section.

Minds on: Motivational Hook/engagement /Introduction (5-15 min)

Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: 25 minutes
Students will play a quick game of counting circle
As a class, we will play a quick game of counting circle. I will choose the where they will start at ¼. Students should know
fraction ¼ and students have to count up. Example, ¼, 2/4, 3/4 . 1. Students to say 1 whole instead of 4/4. This game will end
are encouraged to say the whole number instead of saying 4/4. This will be when the counting gets to 10 wholes.
played until we reach 10.
Students will be asked to return to their desks and
Students will then be asked to go back to their desk and write a fraction on write a fraction on a piece of paper. Students will
a piece of paper. Students will be told that they need to have the same be told that they need to have the denominator as
denominator of 12 but they can write any number for the numerator. 12 but they can think of any other numerator.

Encourage students to create improper fractions. Students will be encouraged to create improper
fractions.
Ask students:
-What is a numerator? Students may respond:
-What is a denominator? -A numerator is the number that goes on top.
-What is an improper fraction? -A denominator is the is number that goes on the
-What is a mixed fraction? bottom.
-An improper fraction is when the number on top
Use everyone have written their fraction students will stand up and order is bigger than the number on the bottom.
themselves on a number line starting from the least to greatest fraction. -A mixed fraction is when you have a whole
number as well as fraction.
The teacher will step back and let the students figure the number line on
their own. Once everyone has written down their fraction,
they will place themselves on a human number
The teacher will listen to their number talk and reasoning. line.

After the students think they have placed everyone in the right spot, go Students will stand up and place themselves on
through and check to see if they are right. the human number line.

Get students to share what clues helped them place people in the right spot. Students will talk to each other and figure out
where they are supposed to be.

When students think they are done, they will

check to see if they are correct.

Ask students, why they know they are right and

what clues gave them the idea they were right.

Action: During /Working on it (time given for each component, suggested 15-40 min)

Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 60 Minutes
Students will be working in pairs. Students will
Students will be asked to get into pairs, grab a whiteboard and markers. grab a whiteboard and marker.

Have the learning goal up on the board to help students know what they will Students will be presented the learning goal for
be learning that day. today.

Explain that students will be learning how to compare fractions in order to Students will be learning how to compare
understand how to figure out if one fraction is bigger or smaller. fractions in order to understand how to figure out
if one fraction is bigger or smaller.
Students will be sharing their thinking.
Students will be sharing their thinking as they
Have a PowerPoint with three different questions for students to work work through each problem.
through.
1. Which is greater 8/7 or 9/8? Show your thinking Have a PowerPoint with three different questions
2. Which of these fractions is closer to ¼: 4/12 or 3/8? Show your for students to work through.
thinking? 1. Which is greater 8/7 or 9/8? Show your
3. Represent the fractions 7/5 and 5/3 using set, area and number thinking
line models. Use each to compare the two fractions. What is important 2. Which of these fractions is closer to ¼:
to remember when making comparisons using each model? 4/12 or 3/8? Show your thinking?
3. Represent the fractions 7/5 and 5/3
Students can use snap cubes, Cuisenaire rods, fraction strips and any other using set, area and number line models. Use
manipulative that is helpful. each to compare the two fractions. What is
important to remember when making
Students are encouraged to use an area model to show their whole number comparisons using each model?
and then find the fraction.
Students can use snap cubes, Cuisenaire rods,
After every student has completed the question, model it on the document fraction strips and any other manipulative that is
camera. helpful.

Students will talk in their pairs and explain their

thinking for each question.

Students are encouraged to use an area model to

show their whole number to then find the fraction.

Students will watch as the teacher models the

problem on the document problem.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: 15 Minutes

As a consolidation, students will be asked which model helped them
compare the fraction (number line, area model) and explain why they found
it more helpful.
Remind students that when doing an area model the whole needs to equal
one area model.
Students will be asked what strategy they found
helpful when working through each problem.
Students will be reminded that an area model
needs to make a whole.

Extension Activities/Next Steps (where will this lesson lead to next)

From the conversation in the consolidation, the next steps will be determined.

Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson.
Questions should vary over the week and specific plans.

Learner Empowerment
1. How did students show
understanding of expectations?
2. How did my lesson transform
students from “passive listeners” to “active
participants”?
3. Was my behavior management
technique effective? Why?
4. Were students able to transition to
the next activity successfully?
5. How does the lesson provide a
meta-cognitive opportunity for students to
address their own learning?
 Instructional Strategy
1. Was my motivational technique
(hook) effective? Why?
2. What will I do to improve
questions? Was a balance between teacher
and student talk evident?
3. How did the task provide a Rich
Performance opportunity or other way of
actively demonstrating knowledge?
4. How did I provide modeling, guided
&/or independent practice?
5. Was my behavior management
technique effective? Why?
6. Were students able to transition to
the next activity successfully?

Professional Educator
1. What factors may have influenced the success of
this lesson? Did I note and respond to these elements
appropriately?
2 How might I improve the effectiveness of my
teaching for my next lesson?
3 What additional proactive management step(s)
should be considered for subsequent lessons? Why?
4 What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5 How is my growth as a professional being
demonstrated?