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Name: Shaikha Abdullah Grade Level: CCSS Math Strand:

4-2
CCSS Standards:
Students will use spatial value and fractional fractions to collect two fractions respectively, 10 and 100

Main Lesson Aims (Concepts, Procedures, & Processes):


- Students will be able to use the samples and convert them to similar fraction.
- Students will be able to discuss and solve the additional fractions.
Materials:
teacher books -

student book(s) For the assessment (page 671)


worksheets/ Review worksheet and it include for fraction, students should covert it to decimal.
papers 9 48 4 50
- - -
10 100 10 100
teacher 4 football flag teams – balls stickers – 4 cars, 4 wheels (each group) - glues
materials
student Pencils – glue
materials/
manipulatives
technology -

other -

Key vocabulary with definitions (and pictures if appropriate):


word glossary definition image
Equivalent have the same value, even though they may look -
Fractions different.
Students’ Prior Knowledge:
- Some students know how to make the dominator similar.
- Some students understand the place value of the decimal number.
Possible Problems:
- Some students may don’t have glue.
- Some students may take long time to answer the text book.
- The teacher may not find ball sticker.

Solutions for the Possible Problems:


- The teacher will bring glues for the groups.
- The teacher will ask them to complete the rest in home.
- The teacher will draw ball instead of the sticker.

Misconceptions:
- Some students may not remember the multiplication table.
- Some students may multiply the dominator in the fractions and leave the nominator.
Solutions for Misconceptions:
- The teacher will tell the students to help each other and find the answers.
- The teacher will remind the students to multiply the both nominator and dominator.

Lesson Schedule
Targeted teacher questions to promote HOTS:
Are these fractions look similar? How can we make them similar? How can covert the
dominator numbers to 10 or 100?
Student communication and use of math language:
Multiply the dominator and nominator, decimal fraction,
Engage (warm up, review prior knowledge): Time

At the beginning of the lesson, the teacher will welcome the students and she will ask them
to set in their groups. She will give each group flag football team (different than each other).
She will tell them that if they were active, good behave and finish the activities quickly and
their answers were right, they will get a ball and the teacher will stick it in their flags. At
the end of the class, the teacher will count the ball in each group and she will give chocolate
for the group who have the more.

The teacher will give each student small worksheet about the (parts of tens and hundred) to
check their understanding for the previous lesson. She will tell them that they have 5 min 10 Min
to finish. After they all finish, she will collect the paper and she will write one question
form the worksheet in the board. She will ask the students to answer it together with her.
After that, the teacher will give each group a car (cuts into parts) students have to reorder
the car to find the tittle of the lesson.

Core (introduce and practice new concepts & procedures):


The teacher will choose one students to read the tittle (Using models and spatial value for
addition operation).
4 98
She will write in the board these two fractions 10 + 100 and she will ask the students if these
fractions are the same or not (students should notice that the dominators are different. After
that she will ask them to think if there is any way to make these two fractions similar. The
teacher will ask the students to think how they can make the two dominators same. Then
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she will tell them that if we multiply the 10 with 10 we will get 100 in the dominator.
However, because we multiply the dominator with 10 we should do the same with the
40
nominator. So, we will get 100 and now these fractions are similar, and we can do the
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addition operation. The teacher will write another example in the board (10 + 5). She will 25 Min
ask the students to see if the fractions are similar or not. Then, she will ask them to think
how they can covert the 5 in the dominator to 10, Immediately the students will say
(multiply it with 2). The teacher will multiply the dominator with 2 to get 10 and she will
ask the students (what about the nominator?) she will explain that if they multiply the
dominator with 2 they should do the same with nominator.

The teacher will tell the students that they will play a game about the lesson. She will give
each group a car picture (Without wheels), She will give them 4 wheels with different
questions. She will tell them if they answer the four questions in the four wheel they should
stick it in the car that they have and rise it, so she can notice that they finish. The questions
7 5 3 32 9 54 1 89
in the wheels (10 + 100 , . 10 + 100 , . 10 + 100 , 10 + 100 ).
The next activity will be in the board, the teacher will stick in the board different samples
and she will choose random students to answer it in the board. For example, she will stick
these two sample

Students have to covert these samples to fractions then common the dominator to add them
and find the answer.
Close (wrap up, discussion, brief review activity or assessment):

The teacher will ask the students to open their math book on page 671 and answer the
questions. She will tell them to make line in front of her table after they finish to correct 10 Min
their answer. After they all finish, the teacher will count the ball that each group got, and
she will reward the winners.

Attachments:

Football flag:

Worksheet of the review:

: ‫حول هذه الكسور الى اعداد عشرية‬


9
: ------------------------------------------
10

48
: -----------------------------------------
100

4
: -----------------------------------------
10

50
: ----------------------------------------
100
The wheel questions:
7 5 3 32 9 54 1 89
( + ,. + ,. + , + ).
10 100 10 100 10 100 10 100

The samples for the activity 2:

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