Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 39871
Fraction War
This lesson is meant to be utilized as a means to enhance previous instruction of fractions that are greater than, or less than one. It is best utilized
to build fluency, as this is meant to be a fast paced game to make learning interactive and engaging.
Subject(s): Mathematics
Grade Level(s): 4
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Computers for Students,
Internet Connection
Instructional Time: 30 Minute(s)
Freely Available: Yes
Keywords: fractions, mixed numbers, comparing fractions, modeling fractions, unit fractions
Instructional Design Framework(s): Confirmation Inquiry (Level 1), Cooperative Learning
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Fraction War Cards.pdf
Teacher Checklist_Fraction War.pdf
Recording Sheet Fraction War.pdf
Fraction War Directions.pdf
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will:
1. identify fractions that are less than one
2. identify fractions that are greater than one
3. compare fractions with similar and different numerators, including fractions greater than one, using models and strategies such as patterns in multiples.
4. record the results of comparisons using >, =, or < on a recording sheet.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should:
be familiar with the following vocabulary in relation to fractions: numerator, denominator, mixed number, comparing fractions and mixed numbers.
know that the denominator stands for the total number of equal parts in the whole.
know that the numerator stands for the represented number of parts in the whole.
be able to identify fractions and mixed numbers.
be able to compare fractions with like and different denominators using models or strategies such as patterns in multiples.
Guiding Questions: What are the guiding questions for this lesson?
How can you determine if a fraction is less than one or greater than one, if you do not have access to manipulatives (workmats, fraction rods, or circles)?
When comparing fractions, how can models be helpful?
page 1 of 3 Can you demonstrate for me how to model a fraction using fraction rods (or circles)?
When using models how do you determine if one fraction is greater than another?
Teaching Phase: How will the teacher present the concept or skill to students?
The teacher will explain that we use fractions in our everyday lives, and provide examples of how we do so (cooking, telling time, money, constructing things, and
shopping).
In whole group, the teacher will discuss and demonstrate examples of fractions through the use of fraction rods or circles.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. Display some of the fraction cards on the board. Review methods for converting improper fractions to mixed numbers, and mixed numbers back to improper
fractions.
2. Provide students many opportunities to practice with you up at the board, while the rest of the class practices them in their journals, taking turns choosing student
volunteers.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
1. Review the rules and model with a student how the game of Fraction War is played.
2. Allow students to pick partners with whom they'll play. Set a timer for 20 minutes.
3. Once students understand the rules, have the class begin the game.Circulate the room as necessary assisting students who may be having difficulty until the game
is finished. Teacher will observe independent practice while students are playing the game, recording their findings on the checklist.
4. At the end of each round, have students write down the pairs that they won on their recording sheet and compare them using >, <, or =. Students should also
record a quick justification of how they determined which fraction was greater or less (common denominator, common numerator, compared to a whole, compared
to one half, etc. Use terminology that is familiar to your class, when describing the strategies).
5. Students will play additional rounds in the same manner until the time expires.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
The teacher will bring the students back together at the end of the independent practice activity. As a class, they will discuss the guiding questions again.
Students may write a journal entry to answer the guiding questions.
Summative Assessment
The teacher will refer to the checklist at the completion of the game, in order to clarify or revisit concepts that students may not have understood based on the teacher's
observations.
Formative Assessment
At the beginning of the lesson, the teacher will review:
how to identify and name fractions that are less than one and greater than one.
how to correctly model and compare fractions using fraction rods or circles.
how to identify and name improper fractions.
how to convert fractions from improper to mixed numbers and back to improper fractions.
Students will play Fraction War (Fraction War Directions.docx) (Fraction War Cards.docx) (Recording Sheet Fraction War.docx)
During this time, the teacher will circulate the room assessing each child's knowledge of fractions, proper, improper and mixed numbers, and helping as necessary.
The teacher may use the provided checklist to keep notes of students' proficiency with the above task.Teacher Checklist.xlsx
Feedback to Students
The students will receive immediate feedback from the teacher as they play Fraction War.
The teacher may meet with the students to discuss the checklist that will be filled out during the lesson.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
This lesson requires few accommodations in order to differentiate.
Students with physical disabilities may model the fractions at their desk, limiting the need for movement around the classroom.
Students with learning disabilities may be paired with a peer mentor to assist with directions, recognition of fractions and modeling fractions
Extensions: Have students use ixl.com as a center based activity to extend this lesson.
All activities in Grade 4 lessons Q.1 through Q.10 would be relevant.
Assign your students the lesson that would be most appropriate for them based on observations made during original lesson.
Great way to differentiate instruction.
Suggested Technology: Document Camera, Computer for Presenter, Computers for Students, Internet Connection
Special Materials Needed:
Fraction War cards (laminated if desired)
Fraction rods or circles (preferably one set per student)
Student recording sheet
Teacher checklist
Additional Information/Instructions
By Author/Submitter
This lesson engages students in MAFS.K12.MP.4.1 by asking them to model the problems with objects and with symbolic representations.
page 2 of 3 SOURCE AND ACCESS INFORMATION
Contributed by: Angela Griffis
Name of Author/Source: Angela Griffis
District/Organization of Contributor(s): Union
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.4.NF.1.2:
Description
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 1/2. Recognize that comparisons are valid only when
the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the
conclusions, e.g., by using a visual fraction model.
page 3 of 3