Lesson Plan Math (2-3 days)

Goals/Objectives:
SWBAT use visual models of fraction bars IOT compose and decompose
fractions
SWBAT explain what makes fractions equivalent IOT identify equivalent
fractions
SWBAT use knowledge of equivalent fractions and benchmark fractions IOT
order fractions by using <. >, and =
Standards
PA-CC.2.1.4.C.2-4.NF.2: Extend the understanding of fractions to show
equivalence and ordering
Common Core Correlation- 4.NF.1: Explain why a fraction a/b is equivalent to
a fraction (n x a)/(n x b) by using visual models, with attention to how the number
and size of the parts differ even though the two fractions themselves are the same
size. Use this principle to recognize and generate equivalent fractions. Note: Grade
4 expectations in this domain are limited to fractions with denominators: 2, 3, 4, 5,
6, 8, 10, 12, and 100
Common Core Correlation- 4.NF.2: Compare two fractions with different
numerators and different denominators, e.g., by creating common denominators or
numerators, or by comparing to a benchmark fraction such as . Recognize that
comparisons are valid only when the two fractions refer to the same whole. Record
the results of comparisons with symbols >, =, <, and justify conclusions, e.g., by
using a visual fraction model.
PA- CC.2.1.4.C.2- 4.NF.3: Build fractions from unit fractions by applying and
extending previous understandings of operations on whole numbers.
Materials and Preparation
26 fraction bar papers
scissors
markers
SMART Board
24 math notebooks
24 pencils
Learning Environment and Management Issues
These lessons will take place in the classroom. Students will be sitting at
their desks. There will be occasional partner work.
Classroom expectations will be followed.
Plan
Day 1:
Students will take a pre-test that involves putting different fractions in order
I will review what fractions mean and ask students to draw benchmark
fractions on the board using different shapes as the wholes. (This is a review.)
I will show students the same fractions out of different wholes to illustrate
the importance of comparing fractions with the same whole.

Students will create their own fraction bar manipulatives.

Students will explore their fraction bars and put them in order of size.
Students will work on finding equivalent fractions for

Day 2:
Go over equivalent fractions that equal . Decompose the fractions.
Students will explore their fraction bars and work on finding equivalent
fractions for , 1/3, and .

Day 3:
Assessment of the Goals/Objectives
Informal: Find equivalent fractions for and write in math notebook
Informal: Math Message: Write 6/8 in at least 3 different ways.
Informal: Thats Messed Up activity
Performance: Students will be asked to compose equivalent fractions using
only specific benchmark fractions
Anticipating Students Responses and My Possible Responses
Why is it important to compare fractions with the same whole?
What can we learn from decomposing and composing fractions?
How can understanding benchmark fractions help understand other fractions?

Accommodations