Candidate:

Mark Mikamoto

Lesson Plan Form

CSUDH Teacher Education Department
Subject:
Grade Level: 4
Teaching Date: TBA
Mathematics

Standard:

Number and Operations --Fractions

4.NF
Build fractions from unit fractions by applying and extending previous understandings of
operations on whole numbers.
3. Understand a fraction a/b with a>1 as a sum of fractions 1/b.
a. Decompose a fraction into a sum of fractions with the same denominator in more than one
way, recording each decomposition by an equation. Justify decompositions, e.g., by using a
visual fraction model. Examples: 3/8=1/8+1/8+1/8; 2 1/8=1 +1+ 1/8=8/8+8/8+1/8
Language Standards K-5
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
Writing Standards 3 - 5
Production and Distribution of Writing
4. With guidance and support from adults, produce writing in which the development and
organization are appropriate to task and purpose
I. Description of Content & Content Type (Fact, Procedure, Concept, Principle):

Adding and subtracting fractions(Concept)

II. Learning Outcome:

Students will calculate and demonstrate how to add and subtract fractions.
III. Curriculum Connection (How lesson fits into larger unit sequence):

In the previous lesson, students divided multi-digit division with one divisor. In the lesson that
follows, students will add fractions that exceed 1 whole.
IV. Instruction
A. Engagement (Motivational Activity):

Examine a chocolate bar that has 10 pieces. One student from a pair will divide the chocolate
bar equally between he and his partner. (Students must keep in mind that their half is part of a
whole 10/10). Ask them questions:
-If you were to write the amount of the chocolate bar you have in fraction form, what would be
the numerator and what would be the denominator? (How many pieces are there? How many
pieces are there in total?)
- If I eat one piece, how does it affect the fraction?
B. Instructional Sequence (Teaching Methodology):
Step #1: Form a pair and examine a chocolate bar
a. Split a chocolate bar in half within a pair and write the

fraction form of what they have.

-If one of you gives a piece of chocolate to your partner, how does it change the fraction form
you had? (Example: each student will have 5/10, then after one student gives a piece to partner,
one will have 4/10, and other student will have 6/10.)
b. Listen to students' response.
Step #2: Check for understanding in pairs
a. Did you get the same answer as your partner? In pairs, check each other's
b. Teacher checks to make sure that the students have the correct answer.

Step #3: Students demonstrate their understanding

a. If I give you two pieces of chocolate, what fraction

form would you get?

What happened to the fraction when I gave the chocolate pieces to him/her?

answer.

b. Teacher

will assess students' answers as they write on the board.

Step #4: Students describe how 1 whole is formed

a. What would happen if numerator and denominator

are the same? Students will discuss in

pair.
b. Teacher will walk around and listen to discussion.
Step #5: Test students' understanding
a. In pairs, have students test each other

by one student giving a couple of pieces of chocolate

to their partner. Student who gives chocolate will have to write the correct fraction for his new
bar, and the student who receives will have to write the fraction form of his/her new bar.
b. Teacher walks around and makes sure that students are solving the problem correctly.
C. Application Task:

Refer step #5.

D. Materials & Resources:

-Chocolate bars
-Pencils
-Papers
-Whiteboard
V. Assessment Strategies:

Formative: In pairs, discuss the rule(s) they've noticed for adding and subtracting fraction.
Summative: Students write in math journal about what they have learned.
VI. Accommodations for Individual Learners:

Have the ELL students use fewer chocolate pieces for better understanding.
Have students work in pairs or groups for assistance from other students.
1 to 1 assistance
Use whiteboard
VII. Homework

None