Grade 4- 3rd 6 Weeks-Unit 6-Fractions
Fractions
Grade Level: 4
Lesson Title: Fractions Unit 6
Subject Area: Mathematics
Lesson Length:18 days
THE TEACHING PROCESS
Lesson Overview: This unit bundles student expectations that address
decomposing, comparing, adding, and subtracting fractions, developing the
relationship between fractions and decimals, and generating equivalent fractions.
According to the Texas Education Agency, mathematical process standards
including application, a problem-solving model, tools and techniques,
communication, representations, relationships, and justifications should be
integrated (when applicable) with content knowledge and skills so that students
are prepared to use mathematics in everyday life, society, and the workplace.
Prior to this unit, in Grade 3, students composed and decomposed a fraction
with a numerator greater than zero and less than or equal to b as a sum of
parts . They compared two fractions having the same numerator or denominator
in problems by reasoning about their sizes and justifying the conclusion using
symbols, words, objects, and pictorial models. Grade 3 students explained that
two fractions are equivalent if and only if they are both represented by the same
point on the number line or represent the same portion of a same size whole for an
area model. Students also represented fractions between zero and one
(specifically those with denominators 2, 3, 4, 6, and 8) with strip diagrams and
number lines, and determined the corresponding fraction given specified points on
a number line. In Grade 4 Unit 01, students represented, compared, and ordered
decimals, including tenths and hundredths, using concrete and visual models (e.g.,
number lines, decimal disks, decimal grids, base-10 blocks), and money. Students
also determined the corresponding decimal to the tenths or hundredths place of a
specified point on a number line.
During this unit, in Grade 4, students relate their understanding of decimal
numbers to fractions that name tenths and hundredths, and represent both types
of numbers as distances from zero on a number line. Along with representing
fractions (including those that represent values greater than one) as sums of unit
fractions, students decompose fractions into sums of fractions with the same
denominator using concrete and pictorial models and record the results with
symbolic representations. These expectations support understanding as students
represent and solve addition and subtraction of fractions with equal denominators
using objects and pictorial models that build to the number line and properties of
operations. Students evaluate the reasonableness of those sums and differences
using benchmark fractions 0,
, and 1, referring to the same whole. Using a
variety of methods to determine equivalence of two fractions underlies students’
abilities to compare two fractions with different numerators and different
denominators and represent those comparisons using symbols.
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Grade 4- 3rd 6 Weeks-Unit 6-Fractions
Unit Objectives:
 Students relate their understanding of decimal numbers to fractions that
name tenths and hundredths, and represent both types of numbers as
distances from zero on a number line.
 Students decompose fractions into sums of fractions with the same
denominator using concrete and pictorial models and record the results with
symbolic representations.
 Students represent and solve addition and subtraction of fractions with
equal denominators using objects and pictorial models that build to the
number line and properties of operations.
 Students evaluate the reasonableness of those sums and differences using
benchmark fractions 0,
, and 1, referring to the same whole.
Students will use a variety of methods to determine equivalence of two
fractions
 Students will compare two fractions with different numerators and different
denominators and represent those comparisons using symbols.
Standards addressed:
TEKS:
 4.1A- Apply mathematics to problems arising in everyday life, society, and
the workplace.
 4.1B- Use a problem-solving model that incorporates analyzing given
information, formulating a plan or strategy, determining a solution, justifying
the solution, and evaluating the problem-solving process and the
reasonableness of the solution.
 4.1C- Select tools, including real objects, manipulatives, paper and pencil,
and technology as appropriate, and techniques, including mental math,
estimation, and number sense as appropriate, to solve problems.
 4.1D- Communicate mathematical ideas, reasoning, and their implications
using multiple representations, including symbols, diagrams, graphs, and
language as appropriate.
 4.1E- Create and use representations to organize, record, and
communicate mathematical ideas.
 4.1F- Analyze mathematical relationships to connect and communicate
mathematical ideas.
 4.1G- Display, explain, and justify mathematical ideas and arguments using
precise mathematical language in written or oral communication.
 4.2G- Relate decimals to fractions that name tenths and hundredths.
 4.3A- Represent a fraction a/b as a sum of fractions 1/b, where a and b are
whole numbers and b> 0, including when a>b.
 4.3B- Decompose a fraction in more than one way into a sum of fractions
with the same denominator using concrete and pictorial models and
recording results with symbolic representations.
 4.3C- Determine if two given fractions are equivalent using a variety of
methods.
 4.3D- Compare two fractions with different numerators and different
denominators and represent the comparison using the symbols >, =, or <.
 4.3E- Represent and solve addition and subtraction of fractions with equal
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Grade 4- 3rd 6 Weeks-Unit 6-Fractions
denominators using objects and pictorial models that build to the number
line and properties of operation
4.3F- Evaluate the reasonableness of sums and differences of fractions
using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same
whole.
4.3G- Represent fractions and decimals to the tenths or hundredths as
distances from zero on a number line.
ELPS:
 c.4D- use pre-reading supports such as graphic organizers, illustrations,
and pre-taught topic-related vocabulary and other pre-reading activities to
enhance comprehension of written text
 c.4E- read linguistically accommodated content area material with a
decreasing need for linguistic accommodations as more English is learned
 c.4F- use visual and contextual support and support from peers and
teachers to read grade-appropriate content area text, enhance and confirm
understanding, and develop vocabulary, grasp of language structures, and
background knowledge needed to comprehend increasingly challenging
language
 c.4I- demonstrate English comprehension and expand reading skills by
employing basic reading skills such as demonstrating understanding of
supporting ideas and details in text and graphic sources, summarizing text,
and distinguishing main ideas from details commensurate with content area
needs
Misconceptions:
 Some students may view whole numbers and fractions or decimals
numbers as separate and unrelated systems of numbers rather than
understanding that fraction and decimal numbers are a natural extension of
whole numbers.


Students may mistakenly think that
represents a greater value than
because in the numerators, 3 is greater than 2, and in the denominators,
5 is greater than 3.
Students may think that when adding fractions with equal denominators that
they must add the numerators, and then add the denominators.
Underdeveloped Concepts:

Some students may be proficient at understanding a basic part-whole
model for fractions and decimals but need to transition to a more complex
understanding of multiple representations, particularly number line models.
Vocabulary:
3
Grade 4- 3rd 6 Weeks-Unit 6-Fractions
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Associative property of addition – if three or more addends are added,
they can be grouped in any order, and the sum will remain the same
Commutative property of addition – if the order of the addends are
changed, the sum will remain the same
Counting (natural) numbers – the set of positive numbers that begins at
one and increases by increments of one each time {1, 2, 3, ..., n}
Decimal number – a number in the base-10 place value system used to
represent a quantity that may include part of a whole and is recorded with a
decimal point separating the whole from the part
Denominator – the part of a fraction written below the fraction bar that tells
the total number of equal parts in a whole or set
Equivalent fractions – fractions that have the same value

Fraction – a number in the form
where a and b are whole numbers and
b is not equal to zero. A fraction can be used to name part of an object, part
of a set of objects, to compare two quantities, or to represent division.

Improper fraction – a number in the form
where a and b are whole
numbers and a>b where b is not equal to zero
Least common denominator (LCD) – the least common multiple of the
denominators of two or more fractions
Least common multiple (LCM) – the smallest multiple that two or more
numbers have in common
Least common numerator – the least common multiple of the numerators
of two or more fractions
Mixed number – a number that is composed of a whole number and a
fraction
Numerator – the part of a fraction written above the fraction bar that tells
the number of fractional parts specified or being considered
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Proper fraction – a number in the form
where a and b are whole
numbers and a<b where b is not equal to zero
Strip diagram – a linear model used to illustrate number relationships
Unit fraction – a fraction in the form representing the quantity formed by
one part of a whole that has been partitioned into b equal parts where b is a
non-zero whole number
Whole numbers – the set of counting (natural) numbers and zero {0, 1, 2,
3, ..., n}
Related Vocabulary:
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Area model
Benchmark fractions
Difference
Equal to (=)
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Greater than (>)
Less than (<)
Number line
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Sum
Tick marks
Unit fraction
List of Materials:
All Days: PowerPoint (Unit 6 Fractions), marker boards, Expos markers,
4
Grade 4- 3rd 6 Weeks-Unit 6-Fractions
pencils, etc.
Day 1: Harvey’s Birthday Pizza laminated on cardstock for each group
Fraction Strips for journals (can print online)
http://lrt.ednet.ns.ca/PD/BLM/pdf_files/fraction_strips/fs_to_twelfths_labelled.pdf
I Have Who Has (purchase online) or Index Cards
http://www.teacherspayteachers.com/Product/Fraction-Fun-Pack-Games-Activities-Fractions-of-a-whole-to-tenths-
346201
Everybody Wants a Slice
Day 2: Ipads or Computer lab
Day 3: Journal Decimal Number Line (1 for each student’s notes)
Decimal & Fraction Smartboard Lesson
Day 4: Fractions Strip (from Day 1)
Day 5: Simplifying Fractions
Ipads or Computer lab
Day 6: Adding and Subtracting with Pictures
Marker boards
Day 7: Your textbook if homework is desired
Day 8: Addition & Subtraction of Fractions
Add and Subtract Word Problems smartboard lesson
Adding and Subtracting Fractions Teacher Practice
8 Ipads or an interactive whiteboard
Day 9: Fraction Assessment Part 1
Day 10: The Factor 49 Game instructions and Game Board
http://www.schoolonwheels.org/pdfs/3498/G4factorgameactivity.pdf
Crayons
Name Those Factors
Day 11: Least Common Multiple
Day 12: Jeopardy- Unit 6 Fraction Review
Day 13: Comparing Like Fractions Powerpoint
Ipads or computer lab
Comparing Fractions with Like Denominators Task Cards
http://www.teacherspayteachers.com/Product/Comparing-Fractions-wSame-Denominator-Pack-Tiered-556376
Add & Subtract Fractions Task Cards (Teachers Pay Teachers)
http://www.pinterest.com/pin/179369997632914083/
Equivalent Fraction Task Cards (Teachers Pay Teachers)
http://www.pinterest.com/pin/5911043235116006/
Day 14: Fraction Templates (laminated)
Dare to Compare
Day 15: Smartboard Lesson: Comparing and Ordering Fractions Day 1
Day 16: Playing Cards
Dice
Least Common Multiple Practice
Day 17: Ipads or Computer Lab
Day 18: Performance Assessment
INSTRUCTIONAL SEQUENCE
Phase 1 Engage the Learner& Explore
5
Grade 4- 3rd 6 Weeks-Unit 6-Fractions
Day 1: Introduce Fractions
Pose this question: Harvey is having a birthday party. He knows that all of his
friends love pizza. He invites 3 three friends to his party. How should Harvey cut
his pizza so that everyone gets the same amount? Use your Expo marker to cut
Harvey’s pizza. Distribute Harvey’s Birthday Pizza handout to groups.
Materials needed:
Harvey’s Birthday Pizza laminated on cardstock for each group
Fraction Strips for journals (can print online)
http://lrt.ednet.ns.ca/PD/BLM/pdf_files/fraction_strips/fs_to_twelfths_labelled.pdf
I Have Who Has (purchase online) or Index Cards
http://www.teacherspayteachers.com/Product/Fraction-Fun-Pack-Games-Activities-Fractions-of-a-whole-to-tenths346201
Everybody Wants a Slice
How many people do you have to feed? 3…well what about Harvey? Oh, 4
people!
How would you divide the pizza if you were Harvey? I would cut the pizza into
four slices.
How much will each person get? ¼ of the pizza
Bring the class back together to discuss their conclusions. Work with students on
labeling each piece as ¼ of the total pizza. Each friend will get one out of four
slices. Then present new information: Right after Harvey cut his pizza into 4 slices
the doorbell rings!! Four more friends show up to Harvey’s party. How can Harvey
make sure everyone has an equal slice now?
How many people do you have to feed?8 people
How would you divide the pizza if you were Harvey? I would cut the pizza into
8 slices. Make the 4 slices smaller.
How much will each person get? 1/8 of the pizza 1 out of 8 slices
**Help students to see that as more people come to the party to eat, their pizza
slice gets smaller. Students will discover that the total number of slices is actually
the denominator. As the denominator increases, the size of the slice decreases. **
What’s the teacher doing?
The teacher is walking around to the
different groups and asking questions.
She is monitoring understanding and
looking for good examples to show
the class. These examples can lead to
higher level thinking questions.
What are the students doing?
The students are working as a
team to determine how many
slices of pizza Harvey needs to
cut.
6
Grade 4- 3rd 6 Weeks-Unit 6-Fractions
Distribute Fraction Strips. If you do not have any, they can be found at
http://lrt.ednet.ns.ca/PD/BLM/pdf_files/fraction_strips/fs_to_twelfths_labelled.pdf
Students will glue the fractions into their journals as a reference.
Introduce the terms numerator and denominator. Ask students where they have
had these words. Students can record these terms in their journal. The numerator
is the top digit that shows the part of the whole. The denominator is the bottom
digit that shows how many pieces are in the whole. Fractions are cut into equal
pieces. (slide 6)
To practice naming fractions, play I Have Who Has. This
game can be purchased from Teachers Pay Teachers at
http://www.teacherspayteachers.com/Product/Fraction-FunPack-Games-Activities-Fractions-of-a-whole-to-tenths346201for $2.00.
If you do not want to purchase the activity, partner your
students. Each partner will draw a fraction and the other
partner will name it. This can be done on index cards or
marker boards.
Now practice naming the fractions as a sum of the unit fractions by using slides 4
and 5.
Distribute Everybody Wants a Slice as homework.
Phase: Engage, Explore, Explain, Elaborate
Day 2: Fractions on the Number Line
Materials needed:
Ipads or Computer lab
Pose the following question using Slide 7: Harvey’s guests were extra hungry!! He
needed more pizzas to feed everyone. He drives to Papa Johns to order more
pizza. In the front of the building there are 4 parking spaces. Harvey parks in the
first space.
How many parking spaces do you see?4
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Grade 4- 3rd 6 Weeks-Unit 6-Fractions
How many parking spaces does Harvey take up?1
What fraction of the parking lot is his car parked in?¼
Work as a class to label the number line as fourths using slides 8 and 9.
Now use
http://www.sheppardsoftware.com/mathgames/fractions/FractionsNumberlineTutor
ial.htm to help students practice breaking a number line into parts of a whole.
Allow students to come up to the interactive whiteboard and work through the
tutorials.
Allow students to practice on Ipads using
http://www.sheppardsoftware.com/mathgames/fractions/AnimalRescueFractionsN
umberLineGame.htm This is an animal rescue game using fractions. If you do not
have Ipads, use a computer lab or do it as a whole group practice.
What is the teacher doing?
The teacher is monitoring student
behavior and asking engaging
questions such as, “How did you
decide where to place your arrow
for the number line?”
Answers will vary.
What are the students doing?
Students are actively engaged.
Bring students back together to discuss improper fractions. Use slides 10-11
While Harvey is waiting at Papa Johns, a school bus arrives. The school bus
decides to park in a row near the back of the parking lot.
How many spaces does the school bus take up? 6 spaces
What fraction of the parking spaces does the bus take up? 6/4
(explain that the parking spaces didn’t change. They’re still in groups of 4, but
there are more of them)
What is the teacher doing?
The teacher is monitoring student
behavior and asking engaging
questions such as, “How did you decide
where to place your arrow for the
number line?” Answers will vary.
What are the students doing?
Students are actively engaged
in solving the bus problem.
I noticed that 6/4 doesn’t look like
any of the other fractions we’ve
worked with. What could we call a
fraction with a larger numerator
than denominator? Improper fraction
Is there another way to show the
same amount that isn’t improper?
Mixed Number
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Grade 4- 3rd 6 Weeks-Unit 6-Fractions
Phase: Engage, Explore, Explain, Elaborate
Day 3: Fractions and Decimals on a Number Line
Materials Needed:
Journal Decimal Number Line (1 for each student’s notes)
Decimal & Fraction Smartboard Lesson
Use the Fraction & Decimal Smartboard Lesson as a whole class interactive
lesson. Play the games included with the lesson. The games come
http://www.brainpop.com/games/battleshipnumberline/ and
https://www.mangahigh.com/en-us/games/flowerpower. You can play these games
on ipads, computers, or as a whole class on the interactive white board. Students
will glue Journal Decimal Number Line into their journals.
What’s the teacher doing?
The teacher will be monitoring student
behavior and asking higher
level questions.
What are the students doing?
The students are actively engaged.
How are fractions and decimals related?
I’m not sure…..They’re both less
than one…They’re small
How could you show these
amounts differently? Use two number
lines…Place fractions that are not tenths
or hundredths on a number line.
Phase: Engage, Explore, Explain, Elaborate
Day 4: Equivalent Fractions
Materials needed:
Fractions Strip (from Day 1)
Pull up http://www.brainpopjr.com/math/fractions/equivalentfractions/ or another
video of your choice.
Using the fraction strips from day 1, have students find fractions equivalent to ½.
They can work with a partner. Have students record their findings in their journal.
What is the teacher doing?
Monitor student behavior. Spend
time with each pair.
What are the students doing?
Students are actively engaged
working with their partners.
How did you determine which
fractions were equivalent?
We lined them all up
Is there another way you
9
Grade 4- 3rd 6 Weeks-Unit 6-Fractions
could do it? Answers may vary
Bring the students back together to elaborate on the concept. Let students share
the ways that they found equivalent fractions. Then, remind students of input and
output tables. Equivalent fractions are the same thing as input output tables. Use
slides 13, 14, 15, and 16 as group discussion slides. Have students record them
in their journals.
Now move away from the data tables. Lead students into a discussion on creating
equivalent fractions using multiplication and division. This can be found on slides
17 and 18.
Phase: Engage, Explore, Explain, Elaborate
Day 5: Fractions in Simplest Form
Materials needed:
Simplifying Fractions
Ipads or Computer lab
Tell students a story about layers. “Growing up in Indiana it’s always cold. We had
to wear several layers to stay warm. Underneath all those layers I’m still just Miss
Lewis.” This example works well if you put on a couple jackets and take them off
as you’re telling the story. Simplifying fractions works the same way. You take off
all of the layers until you’re left with the most basic form.
Or a story along the lines of: When you order a pizza, you don’t order 12/24 of a
pizza cheese. You have to order ½ of a pizza cheese.
Use slides 19-22 as journal notes. Give students a chance to come up to the
board and explain how they simplified each fraction example.
Allow students time to practice on Ipads, Androids, or computer lab using
http://www.sheppardsoftware.com/mathgames/fractions/reduce_fractions_shoot.ht
m.
Assign Simplifying Fractions as homework.
What’s the teacher doing?
The teacher is providing several
examples for the students to practice
simplifying fractions. She is continually
checking to monitor understanding.
What are the students doing?
Students are engaged in finding
equivalent fractions.
Phase: Engage, Explore, Explain, Elaborate
Day 6: Add/Subtract Like Denominators through Pictures
10
Grade 4- 3rd 6 Weeks-Unit 6-Fractions
Materials needed:
Adding and Subtracting with Pictures
Marker boards
Today will be teacher led discussion. Use slides 23-26. Once students have
notes in their journals, allow them to practice on marker boards.
Assign Adding and Subtracting with Pictures for homework.
Day 7: Add/Subtract Like Denominators through Number Lines
Materials needed:
Your textbook if homework is desired
Take students through slides 28-31. Explain that we can show addition and
subtraction on number lines. We can either takes hops forward or hops backward.
What is the teacher doing?
How can using a number line
help you write an equation and
solve the problem? It helps to see
the total distance and we can move
forwards or backwards.
What are the students doing?
Students are active participants in the
lesson.
What distance does each space
represent? Answers will vary
depending on your denominator.
Phase: Engage, Explore, Expand, Elaborate
Day 8: Add/Subtract Like Denominators through Traditional Methods
Materials needed:
Addition & Subtraction of Fractions
Add and Subtract Word Problems smartboard lesson
Adding and Subtracting Fractions Teacher Practice
8 Ipads or an interactive whiteboard
Now that students have practiced with models, introduce the traditional way of
adding and subtracting fractions. Students should have a stronger grasp on adding
and subtracting fractions at this point. Use Add and Subtract Word Problems
smartboard lesson.
Once students have worked in their journals, students will rotate in groups through
4 stations.
1. Teacher led small group: Adding & Subtracting Fractions Teacher
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Grade 4- 3rd 6 Weeks-Unit 6-Fractions
Practice
2. Math man on
Ipadshttp://sheppardsoftware.com/mathgames/fractions/mathman_a
dd_subtract_fractions.htm
3. Homework station: Adding and Subtracting Fractions
4. Reduce Fractions Splat
http://sheppardsoftware.com/mathgames/fractions/reduce_fractions_
shoot.htm
What the teacher is doing?
What are the students doing?
The teacher is facilitating a small group
Students are actively engaged in their
to determine each student’s level of
stations and working together.
comprehension. The questions and
problems posed to the students will
be determined by where the students are at.
Phase: Evaluate
Day 9:
Materials needed:
Fraction Assessment Part 1
In journals: Create a word problem using 4/9 and 3/9. Students can share their
journal entries with the class.
Students will complete an assessment today to more closely monitor student
comprehension.
Distribute Fraction Assessment Part 1.
Students will complete the assessment. The teacher will monitor students as they
work on the assessment to determine if any re-teaching is necessary prior to the
unit assessments.
Phase : Engage, Explore, Expand, and Elaborate
Day 10: Factors
Materials needed:
The Factor 49 Game instructions and Game Board
http://www.schoolonwheels.org/pdfs/3498/G4factorgameactivity.pdf
Crayons
Name Those Factors
Take students through slides 33-36.
Brainstorm with your table what a factor is. A factor is what you multiply together to
get a product. Now have students list some factors. First, list the factors as
multiplication pairs. Then lead students into creating “factor sandwiches.”
12
Grade 4- 3rd 6 Weeks-Unit 6-Fractions
Factor Sandwiches:
Every good sandwich starts with bread. What is the “bread” or starting
factors of 12? 1x12
What would be the next item on a sandwich? Cheese
What would be the next “cheese” factor pair? 2x6
What would be the last factor pair or the meat? 3 x 4
Help students to write the pairs in counting order starting with the “bread”
1,2,3,4,6,12.
Once students have notes in their journal, allow students to play the factoring
game. Instructions can be found electronically at
http://www.schoolonwheels.org/pdfs/3498/G4factorgameactivity.pdf or on the
handout The Factor Game.
What’s the teacher doing?
What are the students doing?
Monitoring student interactions.
Students are engaged with their
How did you decide which product
partner shading and determining
to use? Answers may vary
factors.
What happened when you choose
a number with several factors?
My partner had several squares to color.
How could you score more points
than your partner? Pick a prime
number or a product without many factors
so they get fewer points.
Assign Name Those Factors for
homework if desired.
Phase: Engage, Explore, Expand, and Elaborate
Day 11: Multiples & Least Common Multiple
Materials needed:
Least Common Multiple
Take students through slides 37-39 to discuss multiples. Multiples are when you
skip count by a certain product. One example would be the multiples of 10: 10, 20,
30, 40, etc. Notes can be printed from
http://www.mpsaz.org/falconhill/staff/kaczekanski/math_tutorials_and_websites/ma
th_notes/files/gcf_and_lcm_notes_1.pdf
Once students have practiced finding multiples, pose this question: An ice cream
truck visits Lisa’s neighborhood every 4 days during the summer. Unfortunately,
she missed it today. When can Lisa expect the ice cream truck to visit her
13
Grade 4- 3rd 6 Weeks-Unit 6-Fractions
neighborhood again?
Students should discuss this question with their table groups. Ask questions such
as:
How could you help Lisa solve her problem? One possible answer is to draw a
picture or find multiples
Is there another way to solve this problem?Answers may vary
Bring the students together to discuss the question. Help students to see that if
they count every fourth day, they will find the next day the ice cream truck will
come by.
Now take students through slides 40-41as notes for their journal. These slides
provide practice for Least Common Multiple. Slide 42 poses a question using
LCM: Mrs. Hernandez waters one of her plants every 10 days and another plant
every 14 days. If she waters both plants today, when is the next time both plants
will be watered on the same day?
Students can work together to solve this problem. Ask questions such as:
How could you help Mrs. Hernandez solve her problem? One possible answer
is to draw a picture or find lcm
Is there another way to solve this problem?Answers may vary
Bring students back to discuss. Allow students to share how they found their
answers.
Assign Least Common Multiple for homework or in class work with partners.
Phase: Explore and Expand
Day 12: Unit 6 Review
Materials needed:
Jeopardy- Unit 6 Fraction Review
Students will play Unit 6 Jeopardy to review what they have learned so far. You
can split your class into halves or into groups. Keep score however you choose.
What is the teacher doing?
Monitoring and presenting the game.
What are the students doing?
Participating in the game.
Phase: Engage, Explore, Expand, and Elaborate
Day 13: Comparing Like Fractions
Materials needed:
14
Grade 4- 3rd 6 Weeks-Unit 6-Fractions
Comparing Like Fractions Powerpoint
Ipads or computer lab
Comparing Fractions with Like Denominators Task Cards
http://www.teacherspayteachers.com/Product/Comparing-Fractions-wSame-Denominator-Pack-Tiered-556376
Add & Subtract Fractions Task Cards (Teachers Pay Teachers)
http://www.pinterest.com/pin/179369997632914083/
Equivalent Fraction Task Cards (Teachers Pay Teachers)
http://www.pinterest.com/pin/5911043235116006/
This is a direct teach lesson. Take students through the Comparing Like
Fractions powerpoint. These problems can be done on marker boards on in
journals. Base your decision on where your students are academically. Allow
students time to justify and explain how they came up with their answers….let
them be the teacher.
Now students will practice fractions in stations.
Station 1) Teacher small group (practice what your students are struggling with the
most)
Station 2) Comparing Fractions with Like Denominators Task Cards
http://www.teacherspayteachers.com/Product/Comparing-Fractions-wSameDenominator-Pack-Tiered-556376
Station 3) Add & Subtract Fractions Task Cards
http://www.pinterest.com/pin/179369997632914083/
Station 4) Equivalent Fraction Task Cards
http://www.pinterest.com/pin/5911043235116006/
What is the teacher doing?
The teacher is leading small group
discussions while monitoring other
student behavior. The teacher led
small group activity is up to teacher
discretion because each group of
students is different.
What are the students doing?
Students are rotating through stations.
Phase: Engage, Explore, Expand, and Elaborate
Day 14: Comparing Fractions with Different Denominators
Materials needed:
Fraction Templates (laminated)
Dare to Compare
Pose the following question: Harvey loves football. He wants to have a pizza party
for the big Houston Texans vs. Dallas Cowboys game. He orders two pizzas. He
notices that Papa John’s cut the pepperoni pizza into 8 slices and the sausage
pizza into 6 slices. If Harvey ate 4 slices of pepperoni and his friend ate 4 slices of
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Grade 4- 3rd 6 Weeks-Unit 6-Fractions
sausage, who ate more pizza? Discuss with your table.
How could you help Harvey figure out who ate more pizza? Draw pictures.
Is there a different way to solve it? We could use fraction strips.
Who ate more pizza? Harvey’s Friend
Bring students back together to discuss their answers and share their solutions.
Teacher: Let’s practice comparing more pizza slices. We’ll use Fraction
Templates to help you compare each slice. Your templates are laminated, so be
sure to use your Expo marker to help you shade in your circles.
Use slides 44-45 as practice.
What is the teacher doing?
The teacher is working with each
table group to check understanding.
She is seeing if students are able to
recognize different fraction sizes pictorially,
before ever introducing LCN or LCD.
The teacher may ask question of her
choice as she works with each student.
What are the students doing?
Students are actively engaged.
Assign Dare to Compare as homework.
Phase: Engage, Expand, Explore, and Elaborate
Day 15: Comparing Fractions using LCM
Materials needed:
Smartboard Lesson: Comparing and Ordering Fractions Day 1
Use Smartboard Lesson: Comparing and Ordering Fractions Day 1. Students
can take notes or practice on marker boards.
You can use the magic box to find the LCD (see below) or LCM
What is the teacher doing?
The teacher will be directly
What are the students doing?
Students are actively engaged.
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Grade 4- 3rd 6 Weeks-Unit 6-Fractions
teaching the lesson and answering
questions.
Phase : Engage, Explore, Expand, and Elaborate
Day 16: Comparing Fractions using LCM
Materials needed:
Playing Cards
Dice
Least Common Multiple Practice
Today will be student practice through stations. This will enable the teacher to
work on a more individualized manner. One station requires internet access and
ipads, computer lab, or androids. If you do not have access to ipads, there is an
extra page attached to the Least Common Multiple sheet.
Station 1) LCM Dice War http://www.teacherspayteachers.com/Product/LeastCommon-Multiple-Dice-Game-406082 (Students play war with dice by finding the
LCM)
Station2) Fraction War (students will create fractions from playing cards. Each
student will flip 2 cards. The smaller number will be the numerator. Students must
use LCD to compare the fractions.)
Station 3) Least Common Multiple Sheet ( teacher small group)
Station 4) Fruit Splat
http://www.sheppardsoftware.com/mathgames/fractions/LeastCommonDenomimat
or.htm
What is the teacher doing?
The teacher will be directly working
with students. The questions asked
will depend on where each group of
students is at academically.
What are the students doing?
Students are actively engaged
in the stations.
Phase: Engage, Explore, Expand, and Elaborate
Day 17: Estimating Sums & Differences
Materials needed:
Ipads or Computer Lab
Students will rotate through stations. The teacher will direct teach estimating sums
and differences in one station. Some stations require internet access and ipads,
computer lab, or androids. If you do not have access to these resources, use the
same stations from the day before to practice LCM.
Here is a link to refresh teachers on how to estimate with fractions
http://www.ehow.com/how_7762720_estimate-sum-differences-fractions.html
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Grade 4- 3rd 6 Weeks-Unit 6-Fractions
The games listed below are free.
Station 1) Pizza Fractions https://itunes.apple.com/us/app/pizza-fractionscomparing/id372978173?mt=8
Station 2) Estimation
http://www.sheppardsoftware.com/mathgames/fractions/EstimateFractionsShapes
Shoot.htm
Station 3) LCD
http://www.sheppardsoftware.com/mathgames/fractions/LeastCommonDenomimat
or.htm
Station 4) Teacher Small Group. Problems can be pulled from textbooks or
http://www.mathworksheetsland.com/topics/fractions/estsumsdif/estpract.pdf
What is the teacher doing?
The teacher is leading a small group
discussion on estimating fractions.
What are the students doing?
Students are engaged and working.
Phase 5 Evaluate student’s understanding
Day 18: Performance Assessment
Materials needed:
Performance Assessment
Analyze the problem situation(s) described below. Organize and record your work
for each of the following tasks. Using precise mathematical language, justify and
explain each solution process.
Pam’s after-school art club is designing fabric wall hangings. The teacher has
purchased large boxes of fabric pieces that are each yard, and each wall
hanging requires 1 yard of fabric.
1) Each pair of students in the club is working on a different wall hanging.
a) Use concrete or pictorial models to represent at least five different ways that
red, blue, and yellow yard pieces can be combined to create an entire wall
hanging. Record each representation symbolically.
2) Pam and Dana are working together on a wall hanging for their classroom. They
want to use five different shades of blue for of their wall hanging.
a) Represent the fractional amount of their wall hanging that is blue as a sum of
unit fractions.
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Grade 4- 3rd 6 Weeks-Unit 6-Fractions
3) Mark and Xavier have used yard of yellow fabric and yard of purple fabric
for their wall hanging. Mark said that if they wanted to use two more colors, the two
colors combined could not be more than half a yard.
a) Use benchmark fractions to explain if Mark’s statement is reasonable.
b) Use concrete objects or pictorial models to determine how Mark and Xavier can
use 2 additional colors, along with the yellow and purple fabric, to complete their
wall hanging.
c) Describe how your model relates to a number line and the commutative and
associative properties.
4) Pam and her friends walked one-mile from her home to their neighborhood art
club. After class, they began the same path back home. Along the way,
 They walked 0.32 of the mile before stopping to finish their snacks.

They walked another
pond.
of the mile before stopping to throw rocks into the

They walked another
of the mile and then stopped for Mark to tie his
shoe.
a) Represent only the distance toward home the group of friends travelled on a
number line, labeling the distance travelled each time the friends stopped with both
fractions and decimals.
b) Identify how far they are from Pam’s home.
What’s the teacher doing?
What are the students doing?
Monitor students as they work on
Students will display an understanding
performance indicator to determine if
of the topics and skills taught in this unit.
any re-teaching is necessary prior to
the unit assessments.
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