Following is a lesson plan I developed and presented to a 5th Grade math class.

Objective: SWBAT compare unlike fractions by finding the LCD to create like fractions and determine if they are greater than, less than, or equal to each other.

Standard: 5.NF (Number and Operations – Fractions)

Materials Needed:

  • Whiteboards
  • Dry Erase Markers
  • List of Fraction Sets
  • Students Textbooks/notebooks

Anticipatory Set

  • Write Essential Question on board: “How are factors and multiples helpful in solving problems?”
  • Put on board: “During Pi Day, (yesterday), Joe had 5/8 of a pie, and Steve had 2/3 of a pie. Who had more pie?”
    • Ask for input from students
    • There may be a variety of ways to do this. Area chart, convert to decimals, LCD, etc
    • Note that today we will be focusing on solving this via LCD which can be found by understanding the LCM.
  • Before continuing, review LCM with Students by reviewing yesterday’s homework (on LCM Unit)
    • This will help tie the 2 units together

Teaching Input

  • Have students open textbooks to page 583
    • Review example 1 & 2

Teaching Modeling

  • Work through pages 583-584

Checking for Understanding

  • Divide the class into groups. Give each group a whiteboard and dry erase marker.
    • The first and third row will turn around to the row behind them to form their groups
  • Instruct them that I will read a set of fractions. On the whiteboard, the student will write the LCD and if the fractions are <, >, =. The students will hold the whiteboard in the air.
    • I will be able to evaluate their response by seeing if they have the correct answers.
    • I will also be able to judge how well the material is understood based on the amount of time it takes for the students to raise the board.

Questioning Strategies

  • Questions to probe to higher level thinking:
    • Can you explain what we did in your own words?
    • How could you check your answers and why would you use that method?
    • Why is using the method of finding the LCD helpful?
    • Can you think of a more complex, real-world problem in which this can be used?

Guided Practice

  • Have students work on problems on pages 585 – 586.
    • Walk around class to review student’s work and answer questions
    • Pay special attention to any students who may be challenged based on the “Checking for Understanding” activity
    • Review Answers with whole class to ensure accurate answers

Lesson Closure

  • Recognize and thank the students for staying focused.

Independent Practice

  • Pages 587 – 588 in textbook