Lesson

Name: Michelle Joyce

Grade/ Subject Area: 4th grade/ Mathematics
Type of Setting: This lesson was designed for a 4th grade English Language Learner class
and may be adapted to meet numerous abilities, multiple intelligences and learning
readiness.
Date of Lesson: April 21th, 2015
1. Purpose: In this lesson, students will review multiplying fractions with whole
numbers, then converting improper fractions to mixed numbers. In addition there will
be a reteach after the initial lesson for students that self assessed themselves as a 1 or
2 on the topic meaning they do not understand. This lesson aligns with the 4th grade
school curriculum and New York State Common Core Standards. Students will
discover multiplication of fractions with the use of group work, modeling and
discussions.
2. Vocabulary and Key Terms:
Improper fractions: the numerator is larger than or equal to the denominator.
Mixed numbers: consists of a whole number and a fractional part.
3. Objectives: Students will be able to:
Identify and compose improper fractions and mixed numbers.
Practice multiplying fractions with whole numbers.
Convert an improper fraction to a mixed number.
4. New York State Learning Standards:
4.NF.4. Apply and extend previous understandings of multiplication to
multiply a fraction by a whole number.
5. Pre-Assessment:
The previous day, the students completed a worksheet with multiplying fractions
and converting improper fractions to mixed numbers.
6. Lesson Presentation:

Set Induction: 5 minutes

o The teacher will engage the students by writing an improper fraction on the
12
board
and state that the fraction does not look right.
5
o The teacher will ask the students, What do we call this type of fraction? The
teacher will ask one student to answer the question. The teacher will display
the definition of improper fraction on the Elmo Projector.
o The teacher will ask the students, Are we able to change this improper
fraction to make it mathematically correct? The teacher will have one student

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share their answer and ask the student to explain how. (The answer is yes, by
converting the fraction to a mixed number.)

The teacher will display the definition of a mixed number on the board and
read it aloud to the class.
Procedure: 25 minutes
The teacher will explain to the students that they will multiply fractions and
convert the answer to a mixed number if needed.
The teacher will display a checklist on the board with steps on how to
multiply and convert fractions. (The teacher will refer back to the checklist
during the procedure).
Instruction:
Model: The teacher will model with the first question on the anchor chart: x
9.
The teacher will demonstrate how to multiply fractions by changing the
whole number to a fraction.
The teacher will circle the numerators with a green marker and multiply.
Then write the answer in the given space.
The teacher will circle the denominators with a red marker and multiply.
Then write the answer underneath the numerator.
The teacher will state that the answer is an improper fraction so they
need to convert it to a mixed number.
The teacher will do a think aloud that 4 goes into 9, 2 times with a
remainder of 1. The teacher will write it on the chart.
The teacher will divide and write the mixed number on the chart. The
teacher will tell the students that they will always use the same
denominator for the mixed number.
The teacher will ask the students if they understood the model.
The teacher will continue to the second question and repeat the same
procedure on multiplying the fractions and conversion. The teacher will ask
the students for help with multiplying.
The teacher will continue to the third question on the anchor chart and
continue the same procedure and have the students repeat the steps on the
checklist to finish the work.
Partner Work: The teacher will distribute a worksheet to the students and
direct the students to work with a partner for questions 1-3. The teacher will
give the students about three minutes to complete.
o The teacher will observe the students as they finish their work.
o The teacher will ask one students to repeat the steps on how to
multiply and convert for question 1. The teacher will correct the
student if applicable.
o The teacher will ask another student to repeat the steps on how to
multiply and convert for question 2. The teacher will correct the
student if applicable.

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o The teacher will ask another student to repeat the steps on how to
multiply and convert for question 3. The teacher will correct the
student if applicable.
Independent: The teacher will direct the students to complete questions 4-6
on the worksheet independently. The teacher will give the students about three
minutes to complete.
The teacher will ask the students that are finished to hand in their worksheet
when they are finished so that it can be corrected. During this time the teacher
will evaluate the students understanding of the material based on their
answers and self-assessment. If the student does not show a clear
understanding or self assessed themselves as a 1 or 2, then they will be asked
to meet at the small group table for a reteach. The rest of the students will
receive a packet that should be completed for the remaining period.
2nd Worksheet (Independent Work)
Reteach: 10-15 minutes
o The teacher will ask about five students to meet at the small group
table for a reteach on converting improper fractions to mixed numbers.
The teacher will model three questions on the small white board. The
teacher will use different colored markers and the checklist to help the
students.
The teacher will model the first question on the board, 24/5. The teacher will
describe the procedure more to the students.
The teacher will model the second question on the board, 50/4.
The teacher will ask the students to write along on their white
board. The teacher will repeat a similar procedure to convert
the fraction.
The teacher will model a third problem on the board, 45/3. The
teacher will ask the students for their help to solve the problem.
The teacher will repeat a similar procedure to convert the
fraction.
o The teacher will write three improper fractions on the board and ask
the students to convert them to a mixed number on their whiteboard.
The teacher will tell the students that they can complete their work
with a partner.
The teacher will observe the students as they complete their
work and ask if anyone would like to share their answers.
During this time, the teacher will correct the students with any
wrong answers.
o The teacher will give the students a worksheet to complete with three
questions. The teacher will ask the students to complete the worksheet
independently.
Closure: The teacher will review the answers from the worksheet with the
class.

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7. Materials/Resources:
Teacher Materials:
Checklist
Anchor chart
Smart Board
White board
Reteach Worksheet
Student Materials:
Packet with checklist and Practice worksheet
Lesson questions
White board and markers
8. Evaluation/Assessment: The informal assessments used to evaluate students
understanding are student responses during class discussions, group work,
independent work and reteach. The formal assessments will be students responses on
the packet that will be completed individually.
9. Differentiation:
This lesson incorporates several different ways of differentiation for at risk and
disabled students. (See attached Differentiation sheet for more accommodations).