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* *Reflection: Intervention and Extension
Comparing Fractions with Models - Section 3: Practice

It was very clear today after looking at student work which students have a more advanced understanding of this concept and which students need additional work. My struggling students wrote basic problems (What fraction of the dogs are shaded?) and have not been able to use what we are discussion to create 2 fractional parts and a word problem to compare them.

My higher performing students are able to write problems with extra unneeded information (to distract the reader) and produced problems that even included 3 steps.

I will allow my higher performing students to trade word problems (without the solutions, of course) to solve one another's work. For my struggling students I will pull them into a small group to help guide them through setting up and solving a comparison problem. It is important that students understand how to make sense of comparing fractions before we move on to fractions on a number line.

*Level of student work*

*Intervention and Extension: Level of student work*

# Comparing Fractions with Models

Lesson 9 of 10

## Objective: SWBAT use models to compare fractions.

#### Warm-Up

*5 min*

*Yesterday we learned about comparing fractions using fraction bars! Today we will be digging deeper into comparing fractions and using them within word problems. I have a few warm-up questions on the board that I’d like you to do to really get our math brains working. *

Students need to be able to make sense of problems and try the strategies we have talked about (MP1). There are visual anchor charts around the room to help guide them in problem solving.

*Who can tell me what they noticed as you were working on these problems? *

I want students to write down what they notice about the 2 problems to develop an awareness of what they’re thinking as they’re solving. It is important for our classroom to allow time to discuss, share our reasoning and ask thoughtful questions about problem solving (MP3)

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#### Group Work

*10 min*

*Yesterday we wrote problems and compared fractions, and today we are going to be digging deeper into our work to better understand how fractions compare. Work with your table to complete these 2 problems, and make sure you show all of your work!*

Here I want students to use models and/or fraction strips to complete the 2 problems (MP5) and discuss with their group how they would use their tools to solve it.

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#### Practice

*30 min*

*Today I need your very best math brains thinking, because we are going to be writing fraction word problems for each other to solve! Just like yesterday, you will need a word problem, a model or picture and then the steps you used to solve it. Think about how we compared different fractions today, and try to use some of those ideas in your own work!*

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##### Similar Lessons

###### Intervention day - Division Remediation

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###### All Fractions Are Not Created Equal

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- UNIT 1: Crazy About Fractions
- UNIT 2: Sharing Equally with Division
- UNIT 3: The Relationship Between Multiplication and Division
- UNIT 4: Number Lines
- UNIT 5: Multiply or Divide with Word Problems
- UNIT 6: Telling Time
- UNIT 7: Problem Solving
- UNIT 8: 2-Digit by 1-Digit Multiplication
- UNIT 9: Measurement and Data
- UNIT 10: Math in the Real World
- UNIT 11: More Problem Solving Practice
- UNIT 12: Addition & Subtraction
- UNIT 13: 3rd Grade Expectations
- UNIT 14: Geometry
- UNIT 15: Surveys and Graphing
- UNIT 16: Fun with Multiplying and Dividing

- LESSON 1: What is a Fraction?
- LESSON 2: Digging Into Fractions
- LESSON 3: Parts of a Set
- LESSON 4: Comparing Fractions
- LESSON 5: What's in the Set?
- LESSON 6: What is a Set?
- LESSON 7: Teach Me About Fractions
- LESSON 8: Are My Fractions Equivalent?
- LESSON 9: Comparing Fractions with Models
- LESSON 10: Fraction Match-Up