Daily Lesson Plan

Bluefield State College

Mentor Initials: ______________

Name: Garrett H. Vestal

Date: Friday, 4/08/16

Subject: Math

Topic: Same Numerator Fractions, <, >, =.

Grade: Third Grade

Length of Lesson: 40 minutes

Introduction (Essential Question): Can we use <, >, or =, and use a model to reason about their size?
Standard: Numbers & Operations - Fractions
Cluster: Develop understanding of fractions as numbers.
Objective: M.3.NF.3 explain equivalence of fractions in special cases and compare fractions by
reasoning about their size
a. understand two fractions as equivalent (equal) if they are the same size or the
same point on a number line,
b. recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3) and
explain why the fractions are equivalent, e.g., by using a visual fraction model,
c. express whole numbers as fractions, and recognize fractions that are equivalent to
whole numbers (Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6;
locate 4/4 and 1 at the same point of a number line diagram.)
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.
(CCSS Math.3.NF.3)
Specific Objective: Students will be able to recognize between two fractions with the same
numerator which one is larger and be able to represent them with visuals to back their answer up
and be able to use the symbols <, >, and = with an 80% accuracy.
Method(s): Whole group, group tables, groups of two, student discovery, smartboard work and use, listening
comprehension, dry erase board work, personal board buckets.
Materials: Dry erase board, personal board buckets, smartboard, seventeen copies of problem set page 5.F.20
and 5.F.21 for students, and seventeen copies of the homework page 5.F.23 and 5.F.24 for students.
Direct Instruction:
Teacher will Introduce the concept of using <, >, and = to compare fractions with the same numerator.
Teacher will do as such as the page 5.F.14 says under the Compare Fractions with the Same Numerator, Putting
a rectangular figures on the board and having a set amount shaded in 1 so the students can figure out how many
to shade for the second, write the fractions of each on their white boards and use the <, >, and = accordingly.
Teacher will Lead class as the teacher and class goes through the problem set together. Divide students
up as tables and assign them a problem to do and then put the problems on the board as you have a table explain
what to do.
Teacher will Allow students to complete the homework page independently or with a partner depending
on how the class does while working on the problem set.

Guided Practice:
Teacher and students will discover the concept of comparing fractions with the same numerator using
visuals and <, >, and =.
Teacher and students will work and discover the problem set, putting any confusing or questionable
problems on the board to review.
Differentiation:
Approaching: Students will benefit from the introduction of the concept of comparing fractions with the
same numerator, using visuals to represent them and the symbols <, >, and = with an 80% accuracy.
On: Students will benefit from the divided up problem set and seeing every problem on the board so to
promote understanding with an 80% accuracy.
Above: Students will benefit from completing the homework page with no help from the teacher and
being a help to their neighbors if need be with an 80% accuracy.
Lesson Closure:
Teacher will post the problems from the problem set up on the board, allowing student group tables to
explain how to do the problems.
Independent Practice:
Students will complete the homework page on their own.
Assessment:
Assessment is the homework page to be completed after the lesson is finished and taken for a grade.
How I would teach this lesson differently next time. (Reflection)
1. The students had already had experience with the <, >, and = signs comparing fractions so this lesson was not
anything that they did not know.
2. They did well with the work I gave them, the whole class did. There was not a single problem set problem
that they had trouble with or were confused about.
3. This was a good lesson for a Friday so the students had sort of a review but we still covered a new concept
with fractions.