CMI SOLIDIFY LESSON
In the context of word problems involving
students will: comparing fractions
Examine and extend: comparing fractions using models In order to make the ideas that wholes need to be equal, denominator shows size of pieces, and comparing is about amount and
not number of pieces more conceptual.
In order to make strategies of comparing fractions more algorithmic.
In order to make circle and rectangle representations tools for solving comparing problems.
Relative to (specific mathematical goal from Core
Curriculum)______3.NF.3d__________________________________________________________.
IT IS ANTICIPATED THIS LESSON WILL TAKE 2 DAYS.
LAUNCH EXPLORE TASK (word problem) ANTICIPATED THINKING
Small Develop: John ate ¾ of a pizza and Mike ate ½ of a pizza. Who ate more?
Ideas -Correct representation of ½ and ¾ Solidify Task 1: John ate 2/4 of a pizza
-To compare fractions, the whole must be the
same size.
and Mike ate 3/8 of a pizza. Who ate
-Fractional pieces must be the same size.
more?
-the number of pieces does not always
determine the bigger fraction
Solidify Task 2: John ate 3/6 of a pizza
(MIS) looking at fractional part NOT shaded
and Mike ate 4/8 of a pizza. Who ate
3/6 and 4/8 are equivalent to ½
more?
Multiplication of fractions (part of a part)
Half
Task 3: Compare 1/8 and 1/3
Quarter and half of a half
(end of day 1)
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Solidify Task 3: Four sets of pictorial
fraction representations to compare. (¼
Strategies -½ cut in half vertically or horizontally
and 1/6, 2/4 and ¾, 2/3 and 4/6, and 5/8
-¾ cut vertically and horizontally
and 5/6) -Misconception: ¾ cut by 3 parallel lines.
Solidify Task 4: Larry ate 5/12 of a
Representations (draw or write them) Hershey bar. Moe ate 5/8 of a different
-Drawing of circle fractions
Hershey bar. Who ate more?
-Using manipulatives to represent fractions.
DISCUSS CIRCLE THE THINKING YOU INTEND
TO HAVE SHARED FROM “EXPLORE”
(consider conceptions and
misconceptions) -The numerator is the number of pieces I get
-The denominator determines the size of the
pieces.
-Comparing fractions is about the amount and
not about the number of pieces.
(add statements to anchor chart for further
discussions and practice)
LISTENING STUDENT
RESPONSIBILITIES (THINK TALK
MOVES, ETC.) -able to ask relevant questions of student
presenting
-able to restate what other students say
-able to talk with partners and groups about
the strategy
-decide if they agree or disagree with the
presenting student.
CHECKSTUDENTS’UNDERSTANDING
OFTHE TASK ITSELF (NOT HOW TO
SOLVE IT) -Turn to your partner and explain the
problem in your own words.
MATERIALS, TOOLS -Circles Graphic Organizer (2 circles
same size on front. 2 circles of different
sizes on back.)
-Pencils/markers
-fraction circles
-chart paper for anchor chart
GROUPING (INDIVIDUAL, GROUP
SIZE, ETC.) Whole group SEEnextpageforstudentworksamples.
QUESTIONS TO ASK DURING
EXPLORE -How are you going to show ¾?
-What does ½ look like?
-Which one is more?
-Which fraction is less?
-If there are more pieces does that mean
the fraction is more?
-If the denominator is bigger, does that
mean there is more?
-Are the pieces the same size?
ACCOUNTABILITY FOR LISTENING
STUDENTS
-volunteer
-random
-partner talk *Exit Ticket (similar to task #3)