Fourth grade math

Assignment structure
Each question was numbered. First two questions were about equivalent
fractions and percentage of that fraction. Third question was about adding
the fractions and fourth question was about which fraction is bigger. All the
equations had equals sign written except for fourth one it had question mark
sign.
Student response
Name has been written and scratched. Student didnt answer the percentage
and fourth question.
Student work analyzing
The student can add the fractions. The student needs to work on comparing
fractions, writing equivalent fractions and their percentage. The student also
needs to work on explaining which one is bigger or smaller and why he
thinks so. The student may be lacking the previous skills about
multiplication. The student may have not understood that for equivalent
fraction we need to multiply the numerator and the denominator with the
same number.
Assignment analyzing
The assignment is trying to assess the students ability about adding
fractions, writing equivalent fraction and its percentage and also which
fraction is bigger or smaller. This assignment doesnt give much information
about the students learning ability. Only addition strategy has worked for
this student.
Standards
The standards the student needs to work on are
4.NF.F Extend understanding of fraction equivalence and ordering.
4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n a)/(n b)
by using visual fraction 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.

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 1/2. Recognize that comparisons
are valid only when the two fractions refer to the same whole. Record the
results of comparisons with symbols >, =, or <, and justify the conclusions,
e.g., by using a visual fraction model.
Teaching a/b is equal to (n x a)/ (n x b)
Objectives

Recognize that the numerator and denominator of a fraction must be

multiplied by the same non zero number to have equivalent fractions.
Give examples of 3 equivalent fractions of a given fraction.

Teach the student to compare the fractions with same denominators or

different denominators.
Objectives

Recognize the procedure for comparing fractions with same

denominator.
Recognize the procedure for comparing fractions with different
denominator.

Assessment
I would give the student a pencil and a paper and do a formal assessment. I
would give the student 2 to 3 problems on writing equivalent fractions where
the student should write three equivalent fractions for each fraction asked
and 2 to 3 problems on comparing fractions where the student should write
which fraction is bigger or which fraction is smaller according to the question
asked whether about bigger fraction or smaller fraction. This will help the
teacher to know whether the student has understood the concept of
comparing the fractions and writing equivalent fractions.
Lessons
1. Teaching a/b is equal to (n x a)/ (n x b)

Give paper, crayons and pencil to the student. Tell the student to look at the
fraction written on the paper and then draw and color the fraction on the
other paper. First I will tell him to draw a rectangle and make the rectangle
into the number of boxes as the denominator. Then see and color the
number of fraction of boxes in the numerator. Then I will tell the student to
cut each piece of box into half by drawing a line inside the each box and tell
him to count the number of boxes that are colored and total number of
boxes and write the equivalent fraction beside on the worksheet. Then I will
let him know that we doubled the numerator and the denominator. I will
show him that if we multiply the numerator and the denominator with the
same number it will have the same value and so it is the equivalent fraction.
Then I will let him complete the work sheet by drawing and comparing he
will write the equivalent fractions. Then he would write 3 equivalent fractions
for each fraction.
2. Teach the student to compare the fractions with same
denominators or different denominators.
Give paper, crayons and pencil to the student. Tell the student to look at the
fractions written on the paper and then draw two rectangles one under the
other rectangle on other paper and make each rectangle into the number of
boxes as the denominators. Then shade each rectangle according to their
numerators. Then I will tell the student to look and then compare the two
rectangles and write which fraction is bigger. Then tell the student to
continue and complete the worksheet. By doing this the student will be able
to find which fraction is bigger and which fraction is smaller.
Annotation
According to brain research if we teach something repeatedly few times then
the student will remember for long time. In the book checking for
understanding it said that read, listen and write will help in understanding.
In both the activities we have to do the repetition for each problem. In each
activity we have to read the problem, draw the diagram and write the
solution for understanding.
By drawing the rectangles and comparing them visually the student will
understand the concept of comparing fractions. The student sees the
rectangles and the parts shaded and compare them visually. By doing this
repeatedly the student will understand more and remember for long time.

By drawing the rectangle and dividing the rectangle into double or triple
times the student sees visually and learns that if we multiply the numerator
and the denominator with the same number the fraction value will not
change. The student learns that we can write equivalent fractions by
multiplying numerator and denominator with the same number.