1

Fractions
Fourth Grade Mathematics
Prepared by:
Danielle Strange
for
Larry M. Maurer, Instructor
EDFOUND 291.04: Principles of Teaching
Spring 2013, BU













2

Introduction
Fractions are important for students to learn because they will use them throughout their
lives. Whenever my students divide anything into separate pieces, they are using fractions. They
need to know and understand fractions in order to divide. Also, students need to know fractions
in order to complete any future math courses. Each part of math is building on the previous part.
This unit will help students gain a good foundation for their math courses in the future.
Students will think that fractions are important to them since it does affect things in their
lives that they might take for granted. For example, if the person who built their home did not
understand fractions, the house would not be put together properly and put students in danger.
Also, most recipes include fractions for their ingredients. If students want to bake or cook
something, they will need to understand fractions in order to do this. In high school, students
who want to continue their education and go to college need to do well in their courses. Without
a good understanding in fractions, students will not be successful in their math courses. These
are some examples of how my students will think fractions are important in their lives.
Most novice teachers need some sort of guidance through their first years of teaching. A
unit plan can help guide teachers through a certain subject. Planning will allow teachers to know
what they want their students to learn. This will make the delivery of lessons much easier.
Planning a unit can help teachers format the curriculum into a teachable manner. Many novice
teachers are nervous and unsure of themselves, so planning a unit will give them a level of
comfort and confidence.

General Objectives
1. After completing this unit on Fractions, students will be able to explain what it means for
fractions to be equivalent.
2. Given a two or more fractions, students will be able to order them from least to greatest.
3. After learning the basics of fractions, students will be able to add and subtract fractions.





3

Pre-assessment
1. In your own words, what is a fraction?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Draw a picture showing each fraction:






3. Describe how one of your fraction pictures shows the fraction.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Place these fractions on the number line: 1/3, 5/7, 2/3, , 1/10, and 6/12.



5. Write the fraction that shows the shaded region.










1/2 1/3 4/9









Commented [DNS1]: INTASC Standard 8: Assessment. In this
unit plan, we were required to create a pre-assessment. This pre-
assessment asks students questions that are related to the content
that they will be learning during this unit. It is important to assess
students not only after they have learned the content, but before
as well. I would use this pre-assessment to evaluate the readiness
level of my students. I would also use it to plan my lessons for the
rest of my unit based on what students know very well and what
students struggle with.
4

6. Shade the table to match the fraction below it.




3/8 4/6

7. Look at this fraction:
3
5
What does the three represent? _____________________
What does the five represent? ______________________

8. Which is greater 1/6 or 1/9?
a. 1/6
b. 1/9
c. They are equal

9. What do you like about studying fractions? What do you not like about studying
fractions?






10. On a scale from 1 to 10, with 10 being the most, how much do you think you know about
fractions?





5

Body
Motivational Device: First, I will ask the students how many children are in the room. I will
then write the total number of students on the board. Then I will tell the students to get a blank
piece of paper out and crumple it into a ball. I will then have one student at a time come up and
try and shoot the paper ball into the trash can. I will keep a tally of how many students make
their paper ball into the trash can on the board. After all of the students have had a turn, I will
then ask how many students made their paper ball into the trash can. Then I will write the
number of students who made it in the trash can over the total number of students as a fraction. I
will then explain to the class that a fraction represents a part of a whole.

Topical Outline:
Lesson 1: Equivalent Fractions
2.1.4.B: Represent equivalent forms of the same whole number, the same fraction, or the
same decimal through the use of concrete objects, drawings, word names, and symbols.
2.1.4.C: Use drawings, diagrams, or models to show the concept of a fraction as a part of
a set and as division of a whole number by a whole number.
M4.A.1: Demonstrate an understanding of numbers, ways of representing numbers,
relationships among numbers and number systems.
Cooperative Learning
What are Equivalent Fractions?
Fraction Thinking Maps
Lesson 2: Comparing and Ordering Fractions
2.1.4.A: Apply number patterns and relationships to count and compare values of whole
numbers and simple fractions, and decimals.
M4.A.1: Demonstrate an understanding of numbers, ways of representing numbers,
relationships among numbers and number systems.
Direct Instruction
Comparing Fractions
Ordering Fractions
6

Lesson 3: Adding and Subtracting Fractions
2.1.4.F: Understand the concepts of addition and subtraction and their inverse
relationships; understand the concepts of multiplication and division; use the four basic
operations to solve problems, including word problems and equations.
M4.A.2: Understand the meanings of operations, use operations and understand how they
relate to each other.
M4.A.3: Compute accurately and fluently and make reasonable estimates.
Independent Study
Adding Fractions
Subtracting Fractions




















7

UNIT: Fractions DATE: April 15, 2013
LESSON: Equivalent Fractions TIME LENGTH: 41 minutes
PA ACADEMIC STANDARDS:
1. 2.1.4.B: Represent equivalent forms of the same whole number, the same fraction, or the
same decimal through the use of concrete objects, drawings, word names, and symbols.
2. 2.1.4.C: Use drawings, diagrams, or models to show the concept of a fraction as a part of
a set and as division of a whole number by a whole number.
ASSESSMENT ANCHORS:
1. M4.A.1: Demonstrate an understanding of numbers, ways of representing numbers,
relationships among numbers and number systems.
MOTIVATIONAL DEVICE:
Pizza Party Question:
Today, boys and girls we are going to start off with a story about a boy who loved pizza!
A boy named Patrick would eat pizza for breakfast, lunch, and dinner! Draw three circles on the
board. Divide one circle in half with a line and shade in one half. Then draw another circle and
divide it into four pieces. Shade two parts of that circle in. For the third circle, divide it into eight
parts and shade in four of them. What fraction does the first pizza represent? What fraction
does the second pizza represent? What fraction does the third pizza represent? Did Patrick
eat the same amount of all pizzas? How do you know?
INSTRUCTIONAL OBJECTIVES:
1. After discussing as a class the parts of a fraction, students will be able to write the
fraction that corresponds with each picture with no more than one error.
2. While in groups, students will be able to create fraction thinking maps with no more than
two errors.
3. As a group, students will orally present their thinking maps to the entire class correctly.
MATERIALS NEEDED: White boards, white board markers, white board erasers, easel-sized
lined paper, and markers.
TECHNOLOGY NEEDED: PowerPoint and computer.
RESOURCES USED:
Bennett, J., Chard, D., Jackson, A., Milgram, J., Scheer, J., & Waits, B. (2004). Middle School
Math Course 1. New York: Holt, Rinehart, and Winston.
8

D'Amico, J., & Gallaway, K. (2008). Differentiated Instruction for the Middle School Math
Teacher: Activities and Strategies for an Inclusive Classroom. San Francisco: Jossey-
Bass.
Hanley, A. (2012). 4
th
Grade Math-Anchor Charts/Posters. Retrieved from http://matt-
allison.blogspot.com/2012/01/anchor-chartsposters.html.
LESSON TYPE (Pedagogy): Cooperative Learning
LESSON OUTLINE:
I. Introduction
A. Motivational Device (5 minutes)
B. What are the parts of a fraction? (3 minutes)
1. What is the name for the number on the top part of a fraction?
2. What is the name for the number on the bottom part of a fraction?
II. What are Equivalent Fractions? (10 minutes)
A. Equivalent fractions are fractions that represent the same value.
1. The word equivalent starts out just like the word equals
2. Equivalent fractions equal each other in size
3. Give example
B. Finding Equivalent Fractions using models
C. Multiplying and Dividing to find Equivalent Fractions
1. If you want to find an equivalent fraction, just multiply the numerator and
denominator by the same number
2. If you want to find an equivalent fraction, you can divide the denominator by
the numerator.
3. Give examples
III. Fraction Thinking Maps (20 minutes)
A. Give students directions
1. To create a fraction thinking map, you start out with one fraction in the middle of
a circle. Then all around that fraction, you write other fractions that are quivalent
to the fraction in the middle
2. Show example
B. Put students into groups
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1. Each group will have a different fraction based on readiness.
2. Each group will get an easel-sized sheet of lined paper and markers.
3. Groups will work together to find as many equivalent fractions as they can.
C. Have groups present their thinking maps
IV. Summary (3 minutes)
A. What is an equivalent fraction and how can we find them?
B. Closure
KEY QUESTIONS (3):
1. Is a fraction equivalent to itself?
2. Is there a certain amount of equivalent fractions for one fraction?
3. How would you find an equivalent fraction?
CLOSURE:
Exit Slip: Write an equivalent fraction for one-fifth.
DIFFERENTIATED LEARNING ACTIVITIES:
Tier 1: These students will be grouped together during the Fraction Thinking Map activity and
will be finding fractions that are equivalent to one-fourth.
Tier 2: These students will be grouped together during the Fraction Thinking Map activity and
will be finding fractions that are equivalent to one-third.
Tier 3: These students will be grouped together during the Fraction Thinking Map activity and
will be finding fractions that are equivalent to one-half.
FORMATIVE ASSESSMENT:
1. Students will use their white boards to answer the example questions and hold them up so
I can keep track of which students understand.
2. When students are presenting their thinking maps, I will be able to tell who gets it and
who is struggling.
HOMEWORK: Worksheet
REFLECTION:
1. Did I engage all students?
2. Were any students confused throughout the lesson?
3. Were the Fraction Thinking Maps useful in demonstrating equivalent fractions?

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Equivalent Fractions Homework
Name:_____________________________

Find two equivalent fractions for each fraction:
a. 4/6

b. 3/12

c. 3/9

d. 2/10

Write the equivalent fractions represented by each picture:














11

UNIT: Fractions DATE: April 16, 2013
LESSON: Comparing and Ordering Fractions TIME LENGTH: 45 minutes
PA ACADEMIC STANDARDS:
1. 2.1.4.A: Apply number patterns and relationships to count and compare values of whole
numbers and simple fractions, and decimals.
ASSESSMENT ANCHORS:
1. M4.A.1: Demonstrate an understanding of numbers, ways of representing numbers,
relationships among numbers and number systems.
MOTIVATIONAL DEVICE:
Show a PowerPoint with pictures of objects and ask them which one is bigger and how do they
know that their answer is correct.
INSTRUCTIONAL OBJECTIVES:
1. Using white boards, students will be able to write an inequality symbol for each problem
with no more than one error.
2. After being given a number line, students will be able to write given fractions in order
from least to greatest correctly.
3. While in groups, students will play the Fraction War game with fewer than two errors.
MATERIALS NEEDED: White boards, white board markers, white board erasers, number line
worksheets, and Fraction War game cards.
TECHNOLOGY NEEDED: PowerPoint and computer.
RESOURCES USED:
Bennett, J., Chard, D., Jackson, A., Milgram, J., Scheer, J., & Waits, B. (2004). Middle School
Math Course 1. New York: Holt, Rinehart, and Winston.
D'Amico, J., & Gallaway, K. (2008). Differentiated Instruction for the Middle School Math
Teacher: Activities and Strategies for an Inclusive Classroom. San Francisco: Jossey-
Bass.
Wickersham, A. (2008). Activities, Games, and Motivational Devices for the Secondary
Mathematics Classroom. Retrieved from https://cardinalscholar.bsu.edu.
LESSON TYPE (Pedagogy): Direct Instruction
LESSON OUTLINE:
I. Introduction
12

A. Motivational Device (5 minutes)
B. Equivalent Fractions Warm Up (5 minutes)
II. Comparing Fractions (10 minutes)
A. How do we compare fractions?
1. Step 1: Check the denominators of the fractions to see if they are the same.
2. Step 2: If the denominators are the same, look at the numerators to see which
number is bigger."
3. Step 3: If the denominators are not the same, find the Least Common
Denominator (LCD).
B. Finding the Least Common Denominator
C. Examples
III. Ordering Fractions (10 minutes)
A. How do we put multiple fractions in order from least to greatest?
1. First, you must make sure all of the fractions have the same denominator.
2. To make all fractions have the same denominator you have to find the LCD.
B. Ordering fractions on a number line
1. Everybody take out their number lines and mark the number 0 all the way to
the left of the number line and mark the number 1 all the way to the right of
your number line.
2. Do one example together
3. Have students do another example on their own
C. Fraction War Game
1. Hand out Fraction War decks to each student.
2. Put students into groups of three or pairs.
3. If you have never played the card game War, here is how you play. You
cannot look at any of your cards. For each round you flip over the top card of
your deck. Then you have to figure out which card has the least fraction on
it. You may use a piece of scrap paper to figure out who has the smallest
fraction. Whoever has the smallest fraction must take both cards and put them
at the bottom of their decks. Whoever gets rid of all of their cards first, wins.
IV. Summary (5 minutes)
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A. What is the first step in comparing fractions? What is the second step in comparing
fractions? What is the third step in comparing fractions?.
B. Closure
KEY QUESTIONS (3):
1. Does the value of a fraction change when you rename two or more fractions so that they
have common denominators?
2. How would you compare the fractions 2/5 and 4/5?
3. Why cant we compare two fractions with unlike denominators?
CLOSURE:
Exit Slip: Write >, <, or = for this problem ___ 1/3.
DIFFERENTIATED LEARNING ACTIVITIES:
Tier 1: These students will be put in groups of three during the Fraction War game.
Tier 2: These students will be put in groups of two or three for the Fraction War game.
Tier 3: These students will be put in pairs for the Fraction War game.
FORMATIVE ASSESSMENT:
1. When students complete example problems on their white boards, I will have them hold
them up so I can see which students are struggling.
2. While students work on the number line activity, I will walk around and observe
students progress.
HOMEWORK: Worksheet
REFLECTION:
1. Did I engage all students?
2. Was my explanation on how to compare and order fractions clear?
3. Did students enjoy the Fraction War game?

14

Comparing and Ordering Fractions Homework
Name:_____________________________________

Compare. Write >, <, or =.
a. 3/5 ____ 2/5
b. 1/9 ____ 2/7
c. 6/8 ____
d. 7/10 ____ 3/10


Order 3/7, , and from least to greatest.













Rachel and Hannah have cup of strawberry jam. They need 1/3 cup to make a sandwich. Do
they have enough jam for the recipe?
15

UNIT: Fractions DATE: April 17, 2013
LESSON: Adding and Subtracting Fractions TIME LENGTH: 45 minutes
PA ACADEMIC STANDARDS:
1. 2.1.4.F: Understand the concepts of addition and subtraction and their inverse
relationships; understand the concepts of multiplication and division; use the four basic
operations to solve problems, including word problems and equations.
ASSESSMENT ANCHORS:
1. M4.A.2: Understand the meanings of operations, use operations and understand how they
relate to each other.
2. M4.A.3: Compute accurately and fluently and make reasonable estimates.
MOTIVATIONAL DEVICE: YouTube Video: Fraction Shuffle
http://www.youtube.com/watch?v=6i5_EopdUGc.
INSTRUCTIONAL OBJECTIVES:
1. After learning how to add fractions, students will be able to use models to solve
subtraction problems correctly.
2. After learning how to subtract fractions, students will be able to use models to solve
addition problems correctly.
3. When given a worksheet, students will be able to solve addition and subtraction problems
containing fractions with fewer than two errors.
MATERIALS NEEDED: Fractions models and worksheets
TECHNOLOGY NEEDED: PowerPoint and computer
RESOURCES USED:
501 Math Word Problems. (2006). New York: Learning Express.
Bennett, J., Chard, D., Jackson, A., Milgram, J., Scheer, J., & Waits, B. (2004). Middle School
Math Course 1. New York: Holt, Rinehart, and Winston.
DAmico, J., & Gallaway, K. (2008). Differentiated Instruction for the Middle School Math
Teacher: Activities and Strategies for an Inclusive Classroom. San Francisco: Jossey-
Bass.
Educators, PA. (2009). Progress Coach. New York: Triumph Learning.
LESSON TYPE (Pedagogy): Independent Study
LESSON OUTLINE:
16

I. Introduction
A. Motivational Device (5 minutes)
B. Warm Up (5 minutes)
1. Compare 5/8 and 2/3 using <,>,or=.
2. Put the fractions 3/8, , and 2/3 on a number line from least to greatest.
II. Adding Fractions (15 minutes)
A. How do we add fractions together?
1. First, you have to make sure that both fractions have the same denominator.
2. If they do not have the same denominator, you must find the LCD.
3.Once both fractions have the same denominator, you add the numerators
together.
4. You do not add the denominators together. The denominator stays the same!
B. Do an example as a class
C. Have students work at their desks on five problems.
III. Subtracting Fractions (15 minutes)
A. How do we subtract fractions?
1. First you have to look at the denominators to see if they are the same.
2. If they are not the same, find the LCD.
3. Once the two fractions have the same denominator, subtract the numerators.
4. Just like when you add fractions, you do not subtract the denominator!
B. Do an example as a class.
C. Have students work at the desks on five problems
IV. Summary (5 minutes)
A. What are the steps in adding fractions? What are the steps in subtracting fractions?
B. Closure
KEY QUESTIONS (3):
1. How do you add or subtract like fractions?
2. Why is 1/5 + 3/5=4/10 wrong?
3. Why cant you add or subtract fractions with unlike denominators?
CLOSURE:
Exit Slip: Solve 8/4 3/5 and 10/33 + 4/33
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DIFFERENTIATED LEARNING ACTIVITIES:
Tier 1: These students will have to simplify their sums and differences.
Tier 2: These students will have the option to simplify their sums and differences.
Tier 3: These students will not simplify their sums and differences.
FORMATIVE ASSESSMENT:
1. When we solve problems as a class, after each problem I will ask how strong they think
they are at solving addition and subtraction problems with fractions with thumbs up or
thumbs down.
2. While students are solving problems on their own, I will walk around to observe
students progress.
HOMEWORK: Worksheet
REFLECTION:
1. Did I engage all students?
2. Was my explanation of how to add and subtract fractions clear and easy to follow?
3. Was independent study the best pedagogy for this lesson?


18

Adding and Subtracting Fractions Homework
Name:_________________________________

Add or Subtract:
a. 3/8 + 2/8 b. 5/6-1/6 c. 2/5+4/8




d. 6/9-4/5 e. 9/10-3/10 f. 2/6+1/6






Troy walked 3/8 mile to school. Then he walked 3/8 mile to the park. How far did Troy walk in
all?





Marta is filling a bucket with water. The height of the water is increasing 1/6 foot each minute.
Find how much the height of the water will change in three minutes.

19

Test Blueprint


Test Blueprint for Unit Based On Instructional Objectives

(Cognitive Domain)
Instructional
Objective
Know. Comp. Application Analysis Synthesis Evaluation Totals
1-1 3 3
1-2 2 2
1-3 1 1
2-1 3 3
2-2 2 2
2-3 2 1 3
3-1 1 1 2
3-2 1 1 1 3
3-3 1 1
Totals 10 1 5 1 1 2 20













20

Unit Test
Name: ______________________________
1. Write the fraction that is represented by the picture below.






2. Write the fraction that is represented by the picture below







3. Write the fractions that are represented by the picture below.








Commented [DNS2]: INTASC Standard 8: Assessment. In this
unit plan, we were also required to create a Unit Text. This would
be a summative assessment that assess how much and what the
students learned after the unit is done being taught. This unit test
can be used to help both the student and teacher understand what
went well throughout the unit and what didnt go so well through
the unit. I created this assessment to determine if students had a
full understanding of the different topics discussed in this unit.
21

4. Customers can buy packages of dried rice and peas, which can be made into soup. One
recipe for this soup calls for teaspoon of basil. How could you measure the basil if you
only had a teaspoon measuring spoon? What if you had only a 1/8 teaspoon measuring
spoon?








5. The recipe also calls for teaspoon of pepper. How many fractions are equivalent to ?
Explain.








6. Find the missing number that makes the fractions equivalent. Explain how you know that
they are equivalent fractions.
3/7 = /35






22

7. Compare. Write >, <, or =.
4/5 ____ 5/6

8. Compare. Write >, <, or =.
_____ 1/2

9. Compare. Write >, <, or =.
4/6 ____ 16/24

10. Using the number line, write the fractions in order from least to greatest.
13/18, 5/9, 5/6



11. Using the number line, write the fractions in order from least to greatest
1/6,2/5,1/4



12. The numerator of a fraction is 4 and the denominator of the same fraction is 3. Which of
the following statements is true?
a. The value of the fraction is less than 1.
b. The value of the fraction is greater than 1.
c. The value of the fraction is less than 0.
d. The value of the fraction is greater than 2.






23

13. Joey, Aaron, Barbara, and Sue have been collecting pennies and putting them in identical
containers. Joeys container is full, Aarons is 3/5 full, Barbaras is 2/3 full, and Sues
is 2/5 full. Whose container has the most pennies?








14. An 8-ounce cup of milk was served to each of three children. Lisa drank 7 ounces of
milk. Her sister Angie drank 3 ounces, and her brother Mark drank 5 ounces. What part
of the cup did each child drink? Who drank the smallest part of the cup? Who drank the
largest part of the cup? Who fell in the middle?









15. Add. 2/13 + 15/13






24

16. Add 1/21+2/3+3/21





17. Subtract 10/33 4/33







18. A bag contains 44 cookies. Kyle eats 8 of the cookies. What fraction of the cookies is
left?







19. Explain how you might estimate the difference between and 6/23.







25

20. When writing 1 as a fraction in an addition problem, how do you know what the
numerator and denominator should be? Give an example.



























26

Unit Test Answers
1. 3/6
2.
3. 1/3, 2/6, 4/12
4. You would use two of the measuring spoons since 2/4 equals . You would use four of
the 1/8 measuring spoon since 4/8 equals .
5. There are an infinite amount of fractions that are equivalent to because you would just
have to multiply the numerator and denominator by the same number.
6. The missing number is 15. They are equivalent fractions since you multiplied both the
numerator and denominator by 5 to get 15/35.
7. <
8. <
9. =
10. 5/9,13/18,5/6
11. 1/6,1/4,2/5
12. B
13. Joeys container has the most pennies.
14. Lisa drank 7/8, Angie drank 3/8, and Mark drank 5/8. Angie drank the smallest part of
the cup. Lisa drank the largest part of the cup. Mark fell in the middle.
15. 17/13
16. 18/21
17. 6/33
18. 36/44
19. The closest number to 23 that 4 goes into would be 24 so would turn into 18/24. Then I
would add the numerators and get 24/24 which equals one. So the sum of and 6/23
would be close to 1.
20. You would first look at the denominator of the other fraction and make the 1 have the
same denominator. Then the numerator has to be the same as the denominator to make it
equal to 1. An example would be if I were adding 1 + , I would change the 1 into 4/4 so
I could add the fractions together.

27


Bibliography
501 Math Word Problems. (2006). New York: Learning Express.
Bennett, J., Chard, D., Jackson, A., Milgram, J., Scheer, J., & Waits, B. (2004). Middle School
Math Course 1. New York: Holt, Rinehart, and Winston.
Cruickshank, D. R., Jenkins, D. B., & Metcalf, K. K. (2012). The act of teaching (6th ed.).
Boston, MA: McGraw-Hill.
D'Amico, J., & Gallaway, K. (2008). Differentiated Instruction for the Middle School Math
Teacher: Activities and Strategies for an Inclusive Classroom. San Francisco: Jossey-
Bass.
Education, P. D. (2012). Standards Aligned System. Retrieved from
http://www.pdesas.org/Standard/Views
Educators, P. (2009). Progress Coach. New York: Triumph Learning.
Hanley, A. (2012, January). 4th Grade Math-Anchor Charts/Posters. Retrieved from http://matt-
allison.blogspot.com/2012/01/anchor-chartsposters.html
Jetstangs. (2009). Fraction Shuffle. Retrieved from
http://www.youtube.com/watch?v=6i5_EopdUGc
Wickersham, A. (2008). Activities, Games, and Motivational Devices for the Secondary
Mathematics Classroom. Retrieved from https://cardinalscholar.bsu.edu