Dakota State University 

College of Education   
LESSON PLAN FORMAT 
 
Name: Tayler Logue 
Grade Level: 4th grade 
School: Madison Elementary 
Date: 3/15/19  
Time: 2:00 PM 
 
Reflection from prior lesson: 
Yesterday, we finished discussing simplest form with fractions. Students understood that 
they needed to see both the numerator and denominator can divide by the same 
number. They focused on looking for common factors of those numbers. This knowledge 
will help them in today’s lesson with creating common denominators. The students 
started to struggle with bigger numbers used in the fraction. Example: 27/39 - this can be 
simplified by 3 to 9/13. 
 
Lesson Goal(s) / Standards:   
4.NF.A.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. Use this principle to recognize 
and generate equivalent fractions.  
 
4.NF.A.2. ​Compare two fractions with different numerators and different denominators, 
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 <, >, =, and 
justify the conclusions. 
 
MP1.​ Make sense of problems and perseverre in solving them. 
MP2.​ Reason abstractly and quantitatively. 
MP3.​ Construct viable arguments and critique the reasoning of others. 
MP6.​ Attend to precision. 
 
Lesson Objectives: 
Given word problems with fractions, the students will determine the common 
denominator by completing the questions with 80% accuracy (4 out of 5 questions). 
 
Given word problems with fractions, the students will determine if the fractions are 
equivalent by completing the questions with 80% accuracy (4 out of 5 questions). 
 
Materials Needed: ​2 half sheets of paper, pictures of cake cut or bring cake in, exit ticket 
printed, questions printed for partner activities. 
 
  
Contextual Factors/ Learner Characteristics: ​There are five students on IEPs, one on a 
504 plan and two using Title services for reading and math. There is one student on a 
behavior plan who just started receiving support in January. There are no language 
needs. Most students are at grade level for math. The students are set up in six rows of 
three and three rows of two. The students are eager to learn and are very willing to 
participate.  
 
A. The Lesson  
  
1. Introduction  
Relating to past experience:​ “I know we have been working on fractions and it has 
been going well, so I know you will be able to master today’s challenge.  
Objective:​ Let’s read the objective “I can problem solve to find common 
denominators and explain if the two fractions are equal.” 
Getting attention/need to know:​ I baked two cakes, because you know how much I 
love sweets. I need to cut an equal number and same size pieces to be fair, but I 
messed up! I cut one down the center vertically (model or show a picture) and the 
other one, I cut two rows horizontally! (show picture). Can I make the pieces even? 
How do you know? 
 
2. Content Delivery 
Part 1: Activity (10 minutes) 
- Students, what did I just give you? (story/word problem). What are the steps to 
solve story problems? (put pencils down, understand the problem, pick a strategy, 
pick pencil back up and solve it, check if answer makes sense). 
- Now, what did my story problem tell you? What information do you have? (Give 
more wait time and let students share with elbow partners.) Ask for ideas. Clarify 
misunderstandings.  
- Thumbs up if you think you understand what my story problem is asking. Turn and 
share your ideas with a partner. What is my story problem asking? (ask for 
answers and students share).  
- I am going to give you each 2 half sheets of paper. I want you to pretend these 
are my cakes. Let’s fold them so the creases match my cuts. Now, I want you to 
look at your “cakes” and ​think a​ bout how you would make the pieces even. What 
can you do? Don’t fold yet. (Give wait time). Now, I want you to check in with your 
 elbow partner to see what ideas you have. Students share with partners then with 
class. I think you mathmeticians are on to something. Try your idea now by folding 
the paper to make the same number of pieces that are the same size. 
- What did you find? Can I do it? (students should find that yes, I can correct my 
mistake by making each cake have six pieces.) I am so relieved! 
 
Part 2: Corresponding Discussion 
- Take a look at our objective today. (Students check board: ​I can problem solve to 
find common denominators and explain if the two fractions are equal.​) What is a 
common denominator? How does my cake mistake have common denominators 
and equal fractions? (Students share ideas). 
- I ask students to ellaborate and repeat what others have said once we are on the 
right track. 
- Mathematicians, you’ve got it! 6 is the common denominator of each fraction of 
the cake. There are 6 sixths in each cake. How would I find out the common 
denominator without folding the paper every time? If I gave you ⅘ and ½, how 
would you find the common denominator? (use multiples, list them and find the 
lowest duplicate number). 
- students continue to solve this problem on their desks and volunteers 
come up and write steps on the board. 
- I also discuss equivalence with the fraction ⅘. 
 
Part 3: Problem Solving in a Small Group: 
- Students are given similar problems and asked what is the common denominator 
and if two fractions are equivalent, explain. 
- I will be walking around asking questions and checking understanding. 
 
3. Closure (5 minutes)   
- Students come together and we talk about misunderstandings and the process of 
finding the answers as a class. 
- We will redifine what they learned today 
- I can problem solve to find common denominators and explain if the two 
fractions are equal. 
- students restate their I can statement and rate themselves on if they feel 
they met their objective. 
- If I think they don’t understand something, I will give them a preprepared exit 
ticket with two questions.  
 
B. Assessments Used 
- formative assessment:  
- questioning/checking understanding throughout lesson (discussion) 
- Self rating during closure 
- exit ticket 
  
C. Differentiated Instruction   
- For students who need more interventions, they will be given the same questions; 
however, their questions will have little reminders at the top. For example: How 
would you make the bottom numbers (the denominators) the same?  
- For students who are advanced, they will be given two extra problems. One will 
be explaining the student’s error (question 15). The other question will be similar to 
my intro questions, but they will not be given a model - they have to sketch and 
solve (question 16). 
 
D. Resources 
- Go Math Grade 4 Chapter 6