Rebekah Zuberbuehler

Subject: Math, Fractions

Grade: 4th

Lesson Length: 9-10 days

STANDARDS:

WV Next Generation CSOs:

Extend understanding of fraction equivalence and ordering.

M.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 and use this principle to
recognize and generate equivalent fractions. (CCSS Math.4.NF.1)

M.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 ½, recognize that comparisons are valid only when the two
fractions refer to the same whole and record the results of comparisons with
symbols >, = or <, and justify the conclusions, e.g., by using a visual fraction
model. (CCSS Math.4.NF.2)

Build fractions from unit fractions by applying and extending previous understandings of
operations on whole numbers.

M.4.NF.3     understand a fraction a/b with a > 1 as a sum of fractions 1/b

    a. understand addition and subtraction of fractions as joining and

separating parts referring to the same whole,

b. decompose a fraction into a sum of fractions with the same

denominator in more than one way, recording each decomposition
by an equation and justify decompositions, e.g., by using a visual
fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8 ; 2
1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8,

(CCSS Math.4.NF.3)

21st Century Learning Skills & Technology Tools:

21C.O.3-4.2.LS.1 Student engages, with teacher assistance, in a critical thinking process that
synthesizes knowledge and ideas.

21C.O.3-4.2.LS.3 Student engages in a problem solving process that promotes questioning,

planning investigations and finding answers and solutions.

21C.O.3-4.2.LS.4 Student generates ideas for solutions to problems and asks questions in order
to create unusual, unique or clever products. Student begins to cognitively recognize the skills of
adapting, improving, modifying, and expanding existing thoughts or ideas to create products.

21C.O.3-4.2.TT.4 Student uses technology tools (e.g., calculators, data collection probes, videos,
educational software) for problem solving, self-directed learning, and extended learning
activities.

21C.O.3-4.3.TT.2 Student evaluates bookmarked Internet sites or teacher-directed sites for

relevance to curriculum tasks.

21C.O.3-4.2.TT.1 Student troubleshoots simple hardware and software problems (e.g., rebooting,
closing applications, powering off and restarting computers, using simple help menus, clearing
print queues).

21C.O.3-4.2.TT.2 Student collaborates with peers, experts and others using telecommunications
and online resources (e.g., e-mail, online discussions) to participate in collaborative problem-
solving activities for the purpose of developing solutions or products for audiences inside and
outside the classroom.

ESSENTIAL QUESTION(S)- What is a fraction? Why are fractions important? How do two
fractions relate to a single “whole”?

RATIONALE- Not only are fractions present on the standardized test(s) students take at the end
of the year, but the understanding of fractions is needed as a base for further math instruction.
While students may not realize it now, fractions can be present in a lot of jobs and everyday
situations. In this lesson we will investigate why fractions are important, and how to solve them
within the real-world context.

Objectives

1. Students will investigate equivalent fractions with manipulates, games, and short online
quizzes.
2. Students will be able to compare two fractions with different numerators and different
denominators.
3. Students will be able to solve and explain the addition and subtraction of fractions.
4. Students will be able to solve real world problems involving fractions.

Methods
1. Teacher will introduce fractions using math manipulatives (ex: pie slices, fraction cubes,
equivalent cubes/slices). Students will have access to these manipulatives throughout the unit.

2. Students will investigate fractions through online games designated by the teacher. Students
will be able to play these games during morning computer time, indoor recess, and math station
time. Each day a new high score will be recorded, and a prize given to the highest scorer.

3. Students will use IXL (an online math program) to complete a series of fraction problems.
They must continue the sections until a 90% is achieved.

4. Teachers gives, and works, examples during class.

5. Students are given a group worksheet, and allowed class time to complete it (each student has
their own).

6. Teacher will work will work with small groups of students during math stations.

7. Word-problem handouts are complete in class.

8. Students can create/write problems for their classmates to solve.

Materials

Throughout this unit I will be using a site called IXL, it can be accessed here:
https://www.ixl.com/. However, a membership login is needed. My school currently has access
to this website, and so do many other Putnam County elementary schools. Each student has an
individual login, and they can gain access to the site during school hours or at home. After
logging-in they proceeds to 4th grade math. The following is a screenshot of the 4th grade home
page:
As the teacher I can view students’ progress, and assign them the different modules. For this unit
I will choose their IXL assignments from the following:
When they are assigned to students, a small yellow star will appear next to the letter and number.

Students can work on the assignments at their own pace, and they do not have to finish one
before beginning on another, although it might be helpful (and occasionally I will require they do
so). Below is an example of their screen as they begin to work on problems. The number of
questions answered will be given, and most importantly, their “SmartScore.” The SmartScore is
out of 100, and for every question answered correctly their score will increase. However, for
every question they answer incorrectly, their score will decrease. In all IXL assignments, I ask
students to complete them with a 90%, but it can be very beneficial to work to 100% (that is
always encouraged).

For this unit I will be assigning R.1-R.4 from “add and subtract fractions with unlike
denominators” section. All students are to complete these with a 90%. Example questions are
provided below.

R.1
 R.3

R.2
R.4

I will also be selecting P.6, P.12, P.13 from “fraction equivalence and ordering.” Examples can
be found below.

P.6

P.13

P.12

In order to differentiate my instruction to accommodate the needs of my higher-level, and lower-

level students I will be assigning them additional IXLs to complete. The higher-level students
will complete theirs as homework, or in extra class time. The lower-level students will complete
their additional ones in tutoring (pull-out services).

Higher level students will complete: R.17 and P.17

Examples questions for each can be found below.

R.17 P.17

Lower level students will complete: P.1, P.2, and P.10

P.1

P.10

P.2

These assignments will cover all my objectives except for, solving word problems. If students
complete these IXLs quickly, there is extra time in my unit, students appear to need extra
practice, or for the next unit, they will be asked to complete R.7 as well. Example can be found
below.

Anot
her website I will be asking students to use is First in Math, it can be accessed here:
http://www.firstinmath.com/. This website is more “game” based. Students can compete to earn
points by solving math problems. I require students to log-on at least twice a week (I can check
this on my teacher page). For this unit, First in Math will be used more as an extension activity,
and will be based on how much each student individually wants to play. That being said, many
students love this site. It gives them a chance to compete against classmates, and makes math
problems fun. I have found two videos describing how this site works, and how students can
participate in the games: https://www.youtube.com/watch?v=nne7WGa1KDQ &
https://www.youtube.com/watch?v=TjKBgQoApsw. For my students, they will be at a higher
skill set, therefore they will have access to the fraction problems.

For games, in which students can just have “free play,” they can access Math Playground:
http://www.mathplayground.com/grade_4_games.html. The “approved” teacher games for this
unit are as follows: Puzzle Pics Fractions, Fraction Bars, Combining Fractions, Equivalent
Fractions, Circle Graphs, Fraction Word Problems, and Fraction Scale. This list will be posted at
the computer center. Below is a screenshot of the website with the approved games circled.
For my manipulatives, I will be using fraction circles, and bars, pictured below. Each student
will have their own set.

Students will also be able to use an online math manipulatives (fraction bars). This can be
accessed on Math Playground: http://www.mathplayground.com/Fraction_bars.html. This site
also has other fraction manipulatives students can explore if they need extra assistance.

WORKSHEETS

Day 2-3: Equivalent Fractions

Can be accessed at: http://www.math-salamanders.com/image-files//free-fraction-sheets-
equivalent-fractions-3.gif

Day 5: Adding Fractions

Can be accessed at: http://www.fractions4kids.com/Worksheets/worksheets2/Add-fractions-

horizontal-arrangement.pdf

Day 7: Subtracting Fractions

Can be accessed at: http://www.fractions4kids.com/Worksheets/worksheets2/Subtraction-of-
fractions-horizontally-arranged.pdf

Day 9: Word Problems

Can be accessed at: http://www.k5learning.com/sites/all/files/adding-and-subtracting-fractions-

word-problems-2RGr4.pdf

Day-to-Day Plan
DAY 1: 40 Minute Introduction + Individual Work Time

 Introduce fractions
1. Brainstorm with students about what they know about fractions and what they do
(make a list on board) (5 minutes).
2. Pass out fraction bars and fraction circles-allow students some “experimental”
time with these (5-10 minutes).
 Ask questions like: “How many ½ are in a 1?” “How many 5ths make up
1 whole?” “Can you create 1/3 by using the 6ths? How many does it
take?” –Basic questions to get students started thinking about fractions and
how they relate
3. After about 10 minutes move on to a more structured time, ask students to create
equivalent fractions like the question above.
4. After doing a few problems, pass out the classroom laptops
 Students access Math Playground for online math manipulatives:
http://www.mathplayground.com/Fraction_bars.html. Allow a few
minutes of experimentation with this site, and continue asking equivalent
questions for students to complete.
5. Lastly, have students log-onto IXL. They will see that P.13 has been assigned.
They are to begin working on it. It will be due tomorrow; they should have plenty
of class time to finish. If not, classroom computers are available during playtime
or they can finish it at home.

DAY 2-3: Continuing with Equivalent and Comparing Fractions + Math Stations

 For the next few days students will focus equivalent fractions, and comparing fractions.
They will also be divided into their corporative learning groups for math stations. This
should be done by each student’s math learning level. Students will rotate through
stations spending 10-15 minutes at each one (students are to carry their math notebook
with them, date at the top stations labeled and numbered-with work shown); they will
rotate at the teacher’s digression. The stations are as follows:
1. Teacher Time: Teacher provides individual time with students in groups. Cover
concepts, ask questions, might complete a worksheet, or allow students to ask
questions about homework.
2. SmartBoard: Here students will play on the SmartBoard as a group. They should
have been given a demonstration of how to do this at the beginning of the year.
On day 2 students will walk through Fraction Presentation 1
(http://exchange.smarttech.com/details.html?id=44964ccf-af62-4c30-ad2c-
99ef2e05f50f ), and choose a game to play at the end. On day 3 students will
complete Fraction Fun (http://exchange.smarttech.com/details.html?id=dea475ce-
f351-4426-8e7d-985bab5a9e7f ).
 3. Computers: Students are given this time to log-on IXL and complete the assigned
sections. If they are finish, and only if they are finished, they can log-onto Math
Playground and play the approved fraction games, which should be posted above
the computer station. They are also free to log-on First in Math. The IXL
assigned for days 2-3 are P.6 and P.12. Remember the lower group with also be
completing P.1, P.2, and P.10 in class and in tutoring.
4. Mix-It-Up Station: This station could vary day-to-day. It is based on what the
teacher thinks students currently need. For example, teacher might have
classroom laptops here and students are given more IXL time, or there might be a
worksheet focusing on a particular topic students need more practice with. For
day two students will have access to fraction bars and circles, and they will be
given a worksheet (see above for all worksheets) to complete. For day three, we
will have the classroom laptops again, so a few will be placed here. Students are
to finish IXLs P.6, P.12, as they are due at 8pm tonight. If completed finished
with all work, students can again access Math Playground to play the approved
fraction games, as well as, First in Math.
 Before going to station time on day three check the worksheet from the mix-it-up
station on day 2 as a class. This will allow students to ask questions and the teacher can
clarify concepts.

DAY 4: Adding Fractions, Whole Group + Individual Work time

 Pass out fraction bars, teacher go to http://www.mathplayground.com/Fraction_bars.html

to display at the front of room.
 Begin introduction to adding fractions by completing Adding Fractions with Unlike
Denominators: http://exchange.smarttech.com/details.html?id=92fa7ef1-2f6e-4520-ba8b-
391ee738817c .You will complete this as a class; do the first few demonstrating for the
students. Then allow them to begin working the problems on their own (in math
notebooks) then answering them as a class. Ask for volunteers to come-up and solve on
board.
 When finished, show students on the projector the IXLs you have assigned, R.1 and R.2.
Those are due tomorrow at 8pm. However, they will have the reminder of class time
today and station time tomorrow to complete them.
 Distribute laptops, walk around and assist students as they begin work on IXL.

DAY 5: Adding Fractions + Math Stations

 Today students will rotate through stations

1. Teacher Time: Teacher provides individual time with students in groups. Cover
concepts, ask questions, might complete a worksheet, or allow students to ask
questions about homework.
 2. SmartBoard: Here students will complete Adding Fractions Using Fraction Strips
(http://exchange.smarttech.com/details.html?id=ab3fe1cc-9641-4b0d-8f33-
ed620d827f4a ).
3. Computers: Students are given this time to log-on IXL and complete the assigned
sections. If they are finish, and only if they are finished, they can log-onto Math
Playground and play the approved fraction games, which should be posted above
the computer station. They are also free to log-on First in Math. The IXL
assigned for days 4-5 are R.1 and R.2.
4. Mix-It-Up Station: Students will have access to fraction bars and circles, and they
will be given a worksheet (see above for all worksheets) to complete.

DAYS 6-7: Subtracting

 Students and teacher will follow the same routine as days four and five, except the focus
in on subtracting fractions.
 Whole-class SmartBoard activity for day 6 will be Subtracting Fractions:
http://exchange.smarttech.com/details.html?id=04b60918-aa15-4b75-8ad5-da2e3ed9e858
 IXLs to complete will be R.3 and R.4
 SmartBoard activity for day 7 will be Subtracting Fractions with Unlike Denominators
http://exchange.smarttech.com/details.html?id=baa6c8f8-7131-4fca-8869-37ae691aca8a
 Worksheet (see above)

Day 9: Word Problems

 Review with students what they have learned about fractions

 Pass out worksheet (see above) and complete as a class, following the same work routine
as before. Teacher can project the online manipulatives for assistance.
 After completion, pass out laptops and allow students work-time on IXL R.7, due
tomorrow at 8pm. Higher level students are also to complete R.17 and P.17 (they are
allowed a day extension for these).
 Homework tonight: IXL and write four of your own fraction word problems for your
classmates to solve

Day 10: Word Problems & Conclude

 Start by having students divide into their math station groups. They are to try solving
each other’s word problems. Teacher walks around room providing assistance.
 Next, come back together as a class and discuss the word problems, take one from each
group to solve/discuss as a class.
 Afterwards, teacher can conclude this fraction unit. Remember to check First in Math
scores and congratulate the highest scorers.