Lesson Plan Form

CSUDH - Teacher Education Department

Subject(s):
Grade Level(s): 4th
Math
Standard(s): Number and OperationsFractions
4.NF
Major Clusters
1. Extend understanding of fraction equivalence and ordering.
(4.NF.12 )
2. Build fractions from unit fractions by applying and extending
previous understandings of operations on whole numbers.
(4.NF.34 )
Language Standards K-5
Conventions of Standard English
1. Demonstrate command of the conventions of Standard
English grammar and usage when writing or speaking.
Writing Standards 3 - 5
Production and Distribution of Writing
4. With guidance and support from adults, produce writing in
which the development and organization are appropriate to task
and purpose.
Candidate: Tyler Hall

Date: March 9, 2016

Single/Multi-Day Lesson:
Single

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

Reduce or make equivalent fractions based on previous knowledge of multiplying/dividing. (Concept)
II. LEARNING OUTCOME (Objective): The student will learn to find equivalent fraction by dividing
(reducing) or multiplying.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): Student understands
that fractions can be manipulated, but still equivalent.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activities): Teacher will bring in candy bars for students to use as
manipulatives and incentives for fraction parts. Students will begin to make fractions out of 12 for
each piece of the candy bar, and understand how each fraction can be manipulated.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
C. Step #1 Student will reduce fractions.
a. What are the factors for each part of the fraction? How can you get to the greatest common
factor? Teacher will check for understanding by asking how the factors are necessary to
simplify fractions.
b. Teacher will write examples on the board to demonstrate reducing fractions, which require
division.
Step #2 Student will make an equivalent fraction.
a. What makes a fraction equivalent? What are the ways to manipulate the parts of a fraction so
it can be equivalent?
b. Students will work with partner and use manipulatives to see how fractions are equivalent.
Step #3 Student will convert improper fractions to mixed numbers and vice versa.
a. Students will convert fractions from mixed numbers to improper fractions and vice versa as
a group.
*Note: Use CTRL + TAB for indents in outline format.

b. Fractions are just pieces of a whole part, how can you rewrite how a fraction is written to
show the pieces of a part?
Step #4 Students will solve each kind of problem as a class.
a. Students will use white boards to show work and learn how their classmates solved each
problem.
b. Class discussion of the methods used, allow questions for clarifications.
B. APPLICATION ACTIVITY (Practice and/or Reflection):
Students will complete worksheet of about 15 problems that reflect the three types of fractions that were
manipulated. Students will write in their math journals about how they felt before and after the lesson about
fractions.
C. MATERIALS & RESOURCES:
Individual white boards and markers
White board and marker for teacher
Worksheets
Reflective journal sheets
(25) Hershey chocolate bars
Pencils
Fraction manipulatives
V. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):
Formative: Listen to students responses and check their work for understanding.
Summative: Students will reflect the lesson taught in their math journals. They will answer
questions like: What did you learn? What did you like? Was my lesson easy and fun to understand?
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, and
PRACTICE):
Visuals
Partners
Hear students responses orally
Groups of advance learners/helpers
Hands on activity
Repeat questions for EL students
VII. HOMEWORK (IF APPROPRIATE): None

*Note: Use CTRL + TAB for indents in outline format.