Name: Hannah Broder

Lesson # 1 of _2_ Title of Unit and Lesson: Benchmark Fractions

Duration of Lesson: 45-60 Grade Level(s): 4 Subject(s): Math
[Plan 3-5 consecutive literacy lessons. Lesson plans should be detailed enough that a substitute teacher could implement them. Each lesson plan should be no more than
4 pages. Provide citations for all materials you did not create. List citations by lesson number at the end of Planning Commentary.)

Central Focus of Unit: The central focus should support students in developing an essential literacy strategy and the requisite skills
for comprehending or composing text in meaningful contexts. The content focus addresses what you want your students to learn
about the topic (content knowledge). All your lesson plans should address this central focus. Consider: What do you want your 
students to learn? What are the important understandings and core concepts you want students to develop?
Essential Literacy Strategy Focus: To understand the use of benchmark fractions when comparing proper
fractions of the same whole.

Related Skills (skills that support the use of the strategy): Students will use their memory, speaking and
listening skills to improve their understanding of fractions and how to best use them for certain problems.

Content Focus: Improving comparing and estimating skills with fractions by using benchmark fractions.

Standards: List CCSS and/or relevant state-adopted content area standards. Include the number and text of each standard that is
being addressed. If only a portion of a standard is being addressed, then strike though the portions that are not relevant.
CCSS 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.

Instructional Learning Objectives: Objectives are what  Assessments: How will students demonstrate their learning? List
students will be able to do as a result of this lesson. These  the formal/informal assessments used to monitor student learning
objectives will directly support and align to the Central Focus.  of each objective.
They should also align with standards, instructional activities, 
and assessments.  Write objectives using clear, measureable 
terminology. 
Analyze the importance of benchmark fractions when Students will mark the benchmark fractions on their
looking at other fractions referring to the same whole number line in their math journals and/or Promethean

Informal assessment: teacher visual and/or verbal

check for understanding. Teacher will also check their
work in their journals.
Share out numbers using numerical expressions to find Students will participate in a memory game to test
and represent equivalent names for fractions their comparisons of fractions to benchmark fractions

Informal assessment: teacher visual and/or verbal

check for understanding
[If time permits] Demonstrate an understanding of the [If time permits] Organizing given fraction cards in
use of numbers by, reading, writing, and modeling order from smallest to biggest on a number line using
fractions. their knowledge of benchmark fractions to assist.
Language Function and Demands: Consider the importance of speaking/listening/reading and/or writing as a part of all learning. Make sure you provide
students with opportunities to practice using the language function in ways that support the essential strategy.
Language Function: Identify at least one language function Additional Language Demands: Identify additional language
essential for students to develop and practice the literacy strategy demands required to achieve the objectives. Address vocabulary
within your central focus. This language function should be or key phrases. Also, address syntax or discourse.
derived from the objectives.
Comparing fractions Benchmark(s)
Rounding fractions to nearest benchmark Comparison(s)
Estimate(s)

Resources and Materials: List all resources and materials necessary to complete this lesson. Submit key instructional materials (no
more than 5 additional pages per lesson plan).
Promethean board
Pencils
Ruler
Math Journal (student provided)
DocCam
Buzzers (3)
Memory cards
Quiz questions

Student Prior Knowledge: Describe the knowledge, skills, personal/cultural assets your students already have related to the
instructional learning objectives, language expectations, and activities of this lesson. What do they know? What can they do? What
are they still learning to do? Make clear connections to their skills and knowledge.
The students have had multiple lessons in fractions. They are currently learning about multiplying fractions.
Students have a good conceptual understanding of fractions. HOWEVER, I administered a fraction
assessment earlier in the week, and the results showed a lack of understanding with benchmark fractions and
estimating.

Instructional Strategies and Learning Tasks to Support Student Learning: Describe lesson procedure in sequential and detailed steps. Design instructional 
strategies, learning tasks, and assessments that will support student learning and language use. Consider how your teaching is supported by research and theory.

Introduction/Anticipatory Set: How will you introduce the lesson to students? How will you build on their prior learning or knowledge?
Transition from Previous Activity: How I will have students get out their math journals. They know that at certain times of the
will you transition students from the prior day, there is a routine. At this point in the schedule, we will be working on math.
activity/learning to this lesson? How will
you incorporate or build on students’ prior
knowledge? (Review.)
Hook/Purpose for Learning: What I will begin the lesson by telling students that “one of the hardest things
experiences/backgrounds and/or interests about fractions is deciding at a quick glance which fraction is larger or
do students bring that could be used to
excite students to the activity? How will you
smaller”. I will tell them that I can give them some techniques to assist
set learning expectations for your students? with problems such as these and that we will be PLAYING A GAME to
(Introduce) test these strategies. I will bring up their assessments from earlier in the
week and jog their memories on the first set of fraction comparison
questions. I will ask students to show on a scale of 1 to 5 near their
chests how great or not-so-great their understanding is with estimating
and comparing fractions.

Focused Instruction (Modeling): How will you present/teach the content and skills to your students?
I will present the students with their assessments from earlier in the week to refresh their memory on the
questions we are going to focus on. I will begin by asking students which problem(s) confused them or gave
them questions.

Next, students will get out their math journals and make a number line. I will model this on the DocCam and
instruct students to number their line with 0, ½ and 1. I will then tell students to take 2 minutes to write as
many equivalent fractions as they can below each benchmark number on the line.

I will tell students that they should use 0, ½ and 1 as their “benchmark” fractions to help them when they are
asked to make estimates or comparisons. Explain the definition of “benchmark” - a standard or point of
reference against which things may be compared or assessed.

I will then write 5-10 fractions on the Promethean board. I will ask students to estimate what each fraction is
closest to (0,1/2 or 1). One by one, we will go over the numbers on the board and I will have students place
them on their number line accordingly.

Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How 
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)
IEPs – fractions will be written on the board clearly for them to copy in their math journals. Some students are
strategically placed throughout the class according to their needs.

Guided Instruction/Practice: How will you provide student opportunities to practice what you taught in a supportive and
collaborative learning environment?
The next portion of the lesson will be the game. I will go over the rules of the game and remind students how
we nicely encourage each other and remain respectful.

The rules of the game are as follows:

- I will choose 3 students to come up to the front desks, each behind a buzzer
- I will then ask them a mental math question relating to fractions. Some questions will be easier than
others depending on the current group
- When a student knows the answer, they will “buzz in”
- If they are correct, they will have an opportunity to try out the Benchmark Memory Game where they
will flip one card from one side and another from the other side. If the fraction card corresponds to the
proper benchmark, they get to take the cards back to their team. If not, they flip them back over.
- The game continues until the cards have all been used.

Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How 
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)
ALL DIFFERENTIATION – I will be grouping the students based on math level to attempt the questions for
fairness. The questions will vary from easy to hard, again, based on math level.

Independent Practice: How will you provide students opportunities to master what you taught them?
The independent practice will continue the following day with another lesson where students will apply their
knowledge of benchmark fractions by making a reference number line.

Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How 
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)
TBD

Closure: How will you bring closure to this activity/lesson? How will you transition students to the next activity?
To close, I will pass out the student’s assessments for them to review and see where they could improve for the
following quiz. I will encourage students to use these benchmarks as we explore fractions further.
 Benchmark Memory Game Questions
Tier I
1) I had 1 whole pizza. I ate ½ of it. How much of the pizza do I have left?
(1/2)
2) What is an improper fraction?
3) What is ¼ of 100? (Hint: think of money)
4) Brynn has a bag of M&M’s. 1/10 of the M&M’s are red and 3/10 are
blue. What fraction of all the M&M’s are red and blue?
5) Of the 10 books on sports, Leo borrowed 9. What fraction of the books
on sports did he borrow?
6) 9/10ths is closest to which benchmark?
7) Give me a fraction that is close to the zero benchmark.

Tier II

1) Give me an example of an improper fraction

2) Which fraction is larger? ½ or 5/6? (5/6)
3) Gabe had 6 apples. He decided to share and give 2 to Henry because
he loves apples. What fraction of the apples did Gabe give away? (2/6
or 1/3)
4) What is ¾ of 100?
5) A cake recipe requires 3/5 cup of sugar for the frosting and 1/5 cup of
sugar for the cake. How much sugar is that altogether? (4/5)

6) Gabby walks 7/8 of a mile to school. Kaelyn walks 3/8 of a mile to

school. How much farther does Gabby walk than Kaelyn? (4/8 or ½)
7) 183/200 is closest to which benchmark?
Tier III

1) What is another way you can say 3/10? (6/20, 9/30)

2) What is 1/5 of 100?
3) Nick went to the skate park after school yesterday. There were 30
people in the skate park. But the skate park was only 1/3 full. How
many people could have fit in the park in total? (90)
4) You walk 3/10 of a mile to your friend’s house, and then 5/10 of a mile

to school. How far did you walk altogether? (8/10 or 4/5)

5) You have 7 5/8 feet of yarn to make a bracelet. You only use 4 1/8 feet

for the bracelet. How much yarn is left over? (3 4/8 or 3 1/2)
6) 4812/5000 is closest to which benchmark?
7) 1.33/16 is closest to which benchmark?