Unit: Fractions

Grade: 4
th

Lesson 1



A. Standards *
CCSS.MATH.CONTENT.4.NF.A.1 Understand a fraction 1/b as
the quantity formed by 1 part when a whole is partitioned
into b equal parts; understand a fraction a/b as the quantity
formed by a parts of size 1/b.
W.4.3 Write narratives to develop real or imagined
experiences or events using effective technique, descriptive
details, and clear event sequence.
HSCOF-M 4.1.2 Children can translate a problem or activity
into a new form (e.g., picture, diagram, model, symbol, or
words) by applying emerging skills in representing,
discussing, reading, writing, and listening.



B. Enduring
Understandings &
Essential Questions
Enduring Understandings:
Fractions represent a part of a whole or a part of a
group of objects.
Fractions can be represented in many different ways.
Essential Questions:
Where do we use fractions outside of math class?
Why are fractions important?
How can I relate fractions to my life?



C. Objectives: (SWBAT)

Students will be able to add the fractional parts to
create a whole. This will ensure that the students add
up the fractional parts to their whole fraction of- me
person.
Students will be able to identify the whole or the one
of a fraction
Students will be able to identify different fractions
about themselves
Students will be able to write a poem about
themselves using fractions.
I. Assessment:

A. Formative Assessment
The students will complete their fraction me poems
and share them with the class.
B. Summative Assessment N/A
II. Instruction:



A. Anticipatory Set


Begin the lesson by telling the students a story: There
was a time when I applied for this teaching job and I
had to come in for an interview with out principal.
The principal wanted to make sure I would be a
good fit for this classroom. I had to answer many
questions and my answers were very important to the
principal. I needed to answer with detail and good
examples. One specific question I remember was,
what makes me a good teacher? So I told the
principal that I enjoyed working with children, I am
organized, I am dedicated to my students learning
and teaching makes me happy. The principal
thought that those were good qualities and I got the
job. The examples I gave our principal were ones that
make up me as a teacher. Do any of you remember
a time when you had to give examples or a
description about yourself?
Students will share.
If we are just one person how can we have all these
different things about us? -Allow for wait time.
Think about specific things that make you the person
you are. Share some ideas
Lets think about ourselves in the form of a fraction







B. Instructional Activities

1. Hand out color fraction strips with labels for students
to understand how our fraction me person will make
a whole.
2. Students that know their fractions will later receive a
blank copy and fill in the strips themselves.
3. Pull the strips up on the smart board or Elmo and ask,
What does the yellow box represent? What about the
red? And green? OBSERVATION ASSESSMENT
4. Heads down and thumbs up if we understand or not.
(Teacher will grasp a quick understanding of who is
on tract)
5. What about these boxes that split up the colored
lines?
6. Explain that we are going to be starting with the
yellow box-one whole-and thinking of it as 1person-
ourselves.
7. We are going to think of things that make up Ms. Aho
8. On the board or the overhead write down different
things about your self (teacher) allow students to
help.
9. Circle a few things (6) that are main things or
important things in your life.
10. Draw or show an outline of the fraction me picture
and fill the boxes in with the details about you on the
overhead or smart board.
11. Explain that we are going to fill in the boxes with the
things we came up about Ms. Aho, but we have to
decide what fraction it is going to represent of me.
12. Explain that all parts of me cannot be just one part
because I do things more than of the others.
13. Explain that I am a teacher and a sister, but I teach
more than I am a sister because it is my job and I
dont see my brother and spend every day with him.
So my teacher fraction is going to be bigger than my
sister fraction.
14. Show Example: 2/6 of me is a teacher 1/6 of me is a
sister. if possible color in fraction.
15. Students will help fill in these fractions and color them
on smart board or Elmo if possible.
16. Students think of two things you are and what one
you are more of. What fraction would b bigger than
the other?
17. Students share. OBSERVATION ASSESSMENT
18. Explain that after we fill in our person, we are going to
take that information and create our own poem.
19. Then write your poem on the board using your
fractions. Have students help you come up with the
details.
20. Students will go off on their own and begin creating
their me-person. Explain that students need to color
each fraction in their picture a different color.
Students will need to show me their person before
writing their poem.
21. I will walk around and help.





With special attention to:





i. Differentiation
Students can refer back to
color strips
Students can have a example
next to them
Students can have a template
with what to write or fill in the
blanks
Students can choose 1 or 2 of
their descriptive parts of them
selves and only use two for
their poem- so their poem
would be 2 versus long instead
of 6 like the rest of the class.




ii. Higher Level
Cognition
Students will have their color
strips, but blank and will need
to fill in the fractions.
Students can choose a
different topic as their whole-
sports-cooking
Students can have larger
person for more fractions and
longer poem.


iii. Technology
Smart board/Elmo-Students will
help fill in and color teachers
fractions.


C. Gradual Release
Techniques
I: I will demonstrate how to divide myself into fractions
WE: We will create a poem together for my fraction person.
We will discuss how we use detail, fluency and accuracy
YOU: You will create your own fraction of me person and
then create a poem.



D. Closure
Students will share their poems with the class, if there is not
enough time, a few volunteers share.
What did we learn today? What was our main lesson over
all?
Give students an exit ticket If we had 2 people what would
our whole be. If you are not sure make an educated guess
and think about it later.


III. Reflection:


A. What Will They and I Do
Next & Why?
Next the students will move onto fractions working with
money. Students will continue to grasp the whole of a
fraction and practice quick sentences and finding the
whole, example: How much is 2/3 of 24 pennies the whole is
24 pennies. Students then will refer back to their poems and
how to make sets of fractions.

Resources
Math Poetry book by: Betsy Franco
Free math worksheets at http://www.math-drills.com











If we had 2 people what
would our whole be?

If you are not sure, make an
educated guess and think
about it.
Fraction Strips























i. Unit: Fractions-Lesson 2


D. Standards *
4.NF.A.3 Develop understanding of fractions as numbers.
4.NF.B.4 (A) Understand a fraction a/b as a multiple of 1/b. for
example, use a visual fraction model to represent fraction,
recording the conclusion by the equation.
SL.4.1: Engage effectively in a range of collaborative
discussions (one on one, in groups, and teacher-led) with
diverse partners on grade 4 topics, building on others ideas
and expressing their own clearly.




E. Enduring
Understandings &
Essential Questions
Enduring Understanding:
Fractions represent part of a whole or a group of a
whole.
Fractions can be used in many situations in our
everyday life.
Essential Questions:
Why are fractions important?
What is the whole?
How can I use fractions with money?



F. Objectives: (SWBAT)

Students will be able to identify the whole or the ONE
when given the fraction-of
Students will be able to identify equivalent fractions.
(Taught in previous lesson-review)
Students will be able to identify/solve problems
fractional parts of sets.
IV. Assessment:




C. Formative Assessment
Watch for the strategies students use to solve problems.
Look for students to note another name for given
fraction. Example: 2/4 is another name for . This makes
the problem easier to solve.
Also students are making adequate progress if they are
able to find the fraction of a collection when the
fraction is a unit fraction.
Students will participate in 4 corners. Teacher will call
out fractions and students will go to the corner in the
room that answers the problem. What is 1/3 of
6.students should go to 2 corners.
D. Summative Assessment

N/A




V. Instruction:



E. Anticipatory Set


Begin with a quick story. Last summer I was at a friends
house for a pool party and we decided to order pizza
for dinner. We wanted everyone to get an equal
amount of pizza. What could we have done to make
sure everyone got an equal piece of pizza?-Guide
students to fractions if they are off track.
Follow up on the fraction of me poems and discuss that
we are going to look at other examples and ways to
divide up fractions.








F. Instructional Activities

22. Ask students a few mental math problems at different
levels-11+19 or 28+13 or 123+246 (This is IMPORTANT
because we use mental math when working with
fractions)
23. Explain we will be working with money and more
fractions.
24. Ask students why it is important to know our mental
math?
25. Have students pair up with the person next to them.
26. Hand out 24 pennies to each group
27. Ask students what our whole is? (From previous lesson)
Answer: 24, or 24 cents not 1 penny
28. Demonstrate on the smart board with the pennies, if I
wanted to find of my whole.24 pennies.
29. If I wanted to find 1/12 of my wholewhat would I
have?
30. Allow students to help and come up to the board.
31. Ask students to count out 2/3 of the pennies with their
partner.
32. Walk around and observe who is getting it and not.
Review if necessary
33. Allow for wait time, if students are having a hard time,
hint to them that they need to decide how many
groups you need and then divide the 24 pennies equal
into each group.
34. Have students share solution strategies on the smart
board, if students are confused or lost model: What is
the whole? 24 pennies or 24 cents, the pennies in each
group represent what fraction of all the pennies? 1/3
How many pennies are in each group? 8 pennies How
much is 2/3 of 24 pennies? 16 pennies or 16 cents.
35. Summary: 1) One way to find 2/3 of 24 is to first find 1/3
of 24 (8) 2) If 1/3 of 24 is 8, 2/3 of 24 my be twice as
much (16)---write out on the board.



With special attention to:



iv. Differentiation
Students act out a fraction
situation. Example: Students can
divide up into boy and girl
groups and decide what
fraction of the class is boys and
girls
Students may use counters to
help visualize the problem.



v. Higher Level
Cognition
Students solve fraction-of
hiking problems (easy to hard
problems to challenge thinking)
Students solve fraction word
problems.
Students create their own word
problems.


vi. Technology
Smart board and Elmo
Extra practice website:
http://www.ixl.com/math/grade-
4/fractions-of-a-number




G. Gradual Release
Techniques
1. Ask fraction problems, how much is of 32 cents? (8
cents) etc.
2. Ask for student strategies if others are having a hard
time understanding.
3. Independent practice: Students will work on Parts of
groups worksheet and Partitioning Shapes
worksheet.
4. If students finish early they will try to write some of their
own fraction questions or word problems for a
challenge.


H. Closure
Students will hand in their worksheets or finish them for
homework. Teacher will ask class what we learned? What else
could we learn about with fractions? Tell students to visit
website(under technology box) and work on some of the
problems at home.

VI. Reflection:


B. What Will They and I Do
Next & Why?
Next the students will move onto probabilities when outcomes
are equally likely. This lesson will review basic vocab and
concepts of probability; and will introduce finding probabilities
for events when all the possible outcomes are equally likely.
If students are not getting the concept we will work with a
different example M &M S and do this lesson with those but
different questions.


Resources
Everyday
Mathematics- Common
Core State Standards
Book
WWW.MATH-
DRILLS.COM