Standard: 4.

2 The student will a) compare and order fractions and mixed numbers, with and without models; b) represent equivalent
fractions; and c) identify the division statement that represents a fraction, with models and in context.
What do students have to know How will they do it? What real What specific guidelines or What vocabulary will be new to
and be able to do? world problems will they solve? parameters will they follow? students?
What cognitive level is expected?

A).Students will be able to illustrate and -Students will be able to compare a -Established prior knowledge of each • Equal to.
explain the meaning and understanding set of fractions with like students recalling the definition of a • Equivalent.
of the numerator and denominator in denominators and put them in fraction. • Benchmark fractions
their comparison explanations. For order from smallest to largest, or • Unit fraction.
- Students will be able to use their • Greater than, less than.
example, the larger of the denominator vice versa.
own known reasoning strategies; such • Whole number.
in value actually means the size of the
as if I cut my candy bar into 4 equal • Numerator, denominator.
fraction is decreasing. -The ability to understand and pieces I write that as ¼. Indirectly this
offer an explanation orally and via is teaching the correlation between a • Proper fraction, improper
fraction.
B). Students will be able to give the written work the use of fractions number written as a fraction and the
• Mixed number(s).
definition of a fraction is equal pieces of within the numbering system. operation of division.
• Representative models.
a whole unit, or to be able to express
• Common denominator.
whole numbers as fractions. -Real world examples of comparing -Students will be able to illustrate-
and ordering fractions include: verbally or with illustrations, the
C). Students will be able to order and knowing bigger or less values. This meaning and understanding of the
compare fractions using <, >, =, in could be grocery shopping, money numerator and denominator in
relationship to a number line. values, carpentry measurement. their comparison explanations.
Place value in math. For example, the larger of the
D). Students can define and compare an denominator in value actually
Improper fraction and/or mixed number -There are many more numerical means the size of the fraction is
in various ways. values dealing with everyday life decreasing.
including but not limited to ratios,
recipes, money, that the students -Given examples of or varied
will be able to bring into their models representing fractions-
“math world” from their personal both proper and improper; mixed
experiences. numbers; and combinations of
both students will be able of
illustrate understanding and
proficiency of ordering and
comparisons.
 Concrete Strategies/Experiences Representational Abstract What are students’ common
Strategies/Experiences Strategies/Experiences misconceptions?

-Reading a word problem from textbook. --Model a fraction using --Convert an improper fraction to a -As the denominator values gets larger,
For example, that the student has to divide
representations of a whole number mixed number and vice versa. the fraction gets larger in value.
his birthday cake among his class that hasand a fraction of a whole number. -Students must have a solid
10 students, plus himself and teacher. Models can be, but not limited to: understanding of the definition of an -The representation of a numerical
• Fraction strips improper fraction. This where the number such as ¼, is actually an equation
-Having to write an equation to find a • Varied math manipulatives numerator has a large number or representing 1 divided by 4=.
common denominator between two given such as Cuisenaire Rods & value than that of the denominator.
fractions. cubes. -Students must have a solid --Teachers learn from student
• Hand drawings representative understanding that a mixed number misconceptions. I as a teacher must be
-Comparing and valuing sizes of everyday of students work and has a written expression of a whole aware of student misconceptions to
items, including food items, in order to understanding. number with a fraction, placed evaluate all my lessons looking for
share, purchase, measure, or account for. together. student understanding and gain of
--Given varied representations of a knowledge. Also, if need to reteach any of
fraction expressed verbally as a -With the above understanding(s) and misconceptions.
numerical number, students will be adequate practice students will be
able to place the expression in written able to draw models and write
form. equations, that prove their work. This
will illustrate their proficiency.