Fractions

Math Unit: Grade Four Elementary School Math

Methods EDUC 5433St. Thomas University
Teachers: Sarah Hillier, Alisha Benedict, Shannon Hey, and Rebecca Tremblay

Table of Contents
Introduction ........................................................................................................................... 3
Assessment Tools ...................................................................................................................................................................... 4
Letter to Parents ........................................................................................................................................................................ 5

Lesson One: What are Fractions? ............................................................................................ 6

Lesson Documents .................................................................................................................................................................... 9
Chocolate Pieces Manipulatives ........................................................................................................................................... 9

Lesson Two: Naming and Recording Fractions ....................................................................... 10

Lesson Documents ................................................................................................................................................................. 13
Fraction Wall Pieces .............................................................................................................................................................. 13
Example of Fraction Wall .................................................................................................................................................... 14
Fraction Pieces (Manipulatives) 15

Lesson Three: Introducing Fractions for the Parts of a Whole or Set ...................................... 18
Lesson Documents ................................................................................................................................................................. 24
Engagement Activity SmartBoard Slides ...................................................................................................................... 24
Shoes Fractions Recording Sheet ...................................................................................................................................... 26
Fractions for the Parts of a Whole or Set Worksheet .............................................................................................. 27
Fractions for the Parts of a Whole or Set SmartBoard Slides .............................................................................. 28

Lesson Four: Name and Record Fractions for the Parts of a Whole or Set Contd ................... 30
Lesson Documents ................................................................................................................................................................. 32
Fraction Bingo Board ............................................................................................................................................................ 32
Fraction Quiz Sheet ................................................................................................................................................................. 33

Lesson Five: Introduction to Comparing and Ordering Fractions ............................................ 34

Lesson Six: Comparing and Ordering Fractions Contd ............................................................ 38
Lesson Documents ................................................................................................................................................................. 42
SmartBoard Slides 42
Comparing Fraction Symbol cutouts ................................................................................................................................. 44
Fraction Golf Recording Sheet 45

Lesson Seven: Identical fractions Different quantities ........................................................ 46

Lesson Documents ................................................................................................................................................................. 49
Different and Identical Fractions worksheet ............................................................................................................... 49
Stations Activity: Recording sheet .................................................................................................................................... 51

Evaluation ............................................................................................................................ 52
Lesson Documents ................................................................................................................................................................. 52
Explanation of Evaluation ................................................................................................................................................... 52
Summative Assessment Sheets ........................................................................................................................................... 54

References ............................................................................................................................ 58

Introduction

Grade: 4

Length of Unit: A two-week (8 lesson) unit lesson plan

Length of each lesson: 60 minutes

Theme
This unit presents fractions in a meaningful context for students in the fourth grade. It is crucial
that students can visualize and represent fractions. Students will model fractions using an
assortment of manipulatives and models, which will help develop and reinforce their fraction
number sense.

NCTM Standards: Understand numbers, ways of representing numbers, relationships among
numbers, and number systems:
- Develop understanding of fractions as of unit wholes, as parts of a collection, as
locations on number lines, and as divisions of whole numbers
- Use models, benchmarks, and equivalent forms to judge the size of fractions;

GCO
Number (N): Develop number sense

SCO
N8: Demonstrate an understanding of fractions less than or equal to one by using concrete and
pictorial representations to:
Name and record fractions for the parts of a whole or a set
Compare and order fractions
Model and explain that for different wholes, two identical fractions may not represent the
same quantity
Provide examples of where fractions are used.
[C, CN, PS, R, V]

Assessment
This unit incorporates a quiz at the end of the first week, as well as a summative test at the end
of the second week. The quiz and test are provided within this document. Throughout the unit,
the students are presented with hands-on activities, the use of manipulatives, worksheets, and
class discussions to formatively assess the students.

Reference
Mathematics Grade 4 Curriculum. Retrieved from:

http://www.gnb.ca/0000/publications/curric/math4.pdf

Teacher Rubric - Fractions

Name

STRONG
'I've got it!'

DEVELOPING
'On my way'

BEGINNING
'Just starting'

-Clear understanding
of fractions.
-Names, records,
compares and orders
fractions properly.
-Shows evidence of
using fraction
concepts
independently.

-Understands the
concept of fractions.
-Is able to construct
fractions using
manipulatives.
-Working on
developing his or her
exploration of
fractions in a broader
context.

-Some confusion or
misunderstanding
about fractions.
-Can only complete
fraction exercises and
activities with
assistance.

1.
2.
3.
etc.

Welcome to Fractions!
Dear Parents,
As you may be aware, your child has recently begun a unit on fractions in math class. In the
coming weeks we will be reviewing material on fractions that has been covered in previous
grades as well as expanding and building upon it. The topics we will be covering include but are
not limited to:
Identify the parts of a fraction (numerator and denominator) and understand what they
represent;
Name and record fractions for the parts of a whole or a set;
Compare and order fractions;
Model and explain that for different wholes, two identical fractions may not represent the
same quantity;
Provide examples of real life applications of fractions.
Your child will also be bringing home a set of paper fraction pieces to help him or her with her
homework. You are encouraged to help your child complete their homework using the fraction
pieces and work with them frequently to solidify topics learned in class. The pieces look like
this:

Fractions can be a challenging unit of study for many students. However, together we can
support your child and help them to grasp this exciting concept. As always, if you have any
questions or concerns during any aspect of this unit, please do not hesitate to get in touch and we
can work together to find a solution.
Best of luck and happy fractioning!
Sincerely,
Your childs Grade 4 teacher

Lesson: 1
Topic: What are fractions?
Grade: 4
Length of time: 60 minutes

NCTM Standards: Understand numbers, ways of representing numbers, relationships among
numbers, and number systems:
- Develop understanding of fractions as of unit wholes, as parts of a collection, as
locations on number lines, and as divisions of whole numbers
- Use models, benchmarks, and equivalent forms to judge the size of fractions;

New Brunswick Math Curriculum Outcomes:
GCO: Number (N): Develop number sense
SCO: N8: Demonstrate an understanding of fractions less than or equal to one by using
concrete and pictorial representations to:
Provide examples of where fractions are used.

Lesson objective(s):
Students will make connections between fractions and everyday life examples.
Students will think logically and critically.

Prior knowledge:
Students in grade 4 have been previously introduced to fractions by: explaining that a fraction
represents a part of a whole, describing situations in which fractions are used, and comparing
fractions of the same whole with like denominators.

Differentiation strategies incorporated into this lesson:
Experiential/manipulatives
Visual aids
Peer collaboration
Class discussions
Real life examples and connections

Materials:
Red, blue, and yellow paper squares to handout for each student
Chocolate bars: large and miniature (enough for all the students)
3-5 chocolate bar models (made from paper) for each pair of students
4 chart papers
Scissors for each pair of students
Tape

Teacher preparation:
Post 6 sheets of chart paper on the wall.
6 brown paper chocolate bar models printed for each student

Teacher and Student Procedures:
Lesson
Teachers Procedures
Students Procedures
Component
Engagement As students enter the classroom, hand
Students will raise hand
(15 minutes)
out a red, a blue, or a yellow square:
depending on their chosen
Red if you want a whole candy bar, blue
colored square.
if you want half, and yellow none at all. Students should complain when
Ask students to raise the hand if they
receiving a small amount of
chose red. Distribute miniature-size
chocolate compared to the
chocolate bars.
others who asked for less.
Blue: Distribute full-size candy bars and Students will participate in class
break them in half.
discussion/answer questions.
Follow up with questions to prompt a
discussion:
Would you choose differently if we were
to repeat the activity? Why?
In this case, why was a whole smaller
(less chocolate) than a half.
To understand one-half, we must know
what represents the whole.

Exploration Teacher will hand out 3 chocolate bar
Students will listen to
(15 minutes)
models to each group.
instructions.
Divide class in groups of 4.
Get in to groups of 4 students.
To illustrate the sections on a regular-
Students will participate in
sized chocolate bar, the model shows
discussion regarding whole.
the same indentations as the actual
Label the first poster with the
chocolate bar.
word whole and with the
Teacher will attach six pieces of chart
number 1.
paper across the wall.

Explain that the rectangular chocolate
bar represents the whole.

Explanation Teacher will ask: what if I only want half Discuss ways the chocolate bar
(15 minutes)
of this whole chocolate bar?
could be cut to show one-half.
Explain the rule: all pieces must
Students should raise questions
connect/all pieces must connect by at
concerning leaving the sections
least one edge.
intact.
Once the class has come to an
Cut a chocolate bar model in

agreement, have a student cut the bar in

half (vertically of horizontally).
To make connections to whole and part,
ask students to discuss what the 1 and
the 2 represent.
Explain the mathematical terms
numerator and denominator.
How else is one-half represented?
Observe groups.
Ask students to compare.

Elaboration Write 1/3 on the third poster board.
(15 minutes)
Have students discuss the meaning.

Discuss with the class.
How might I cut the chocolate bar to
represent one-third?
Observe groups.
Guide a discussion:
Can you explain how you decided the
piece makes one-third?
How is your piece different than your
partners? Are they both correct?
What fraction is next?
Explore the next fraction.
Ask what other examples there are of
everyday use of fractions. Ex: in recipes,
music, time, etc.
Evaluation The teacher can evaluate the students

by observing their understanding
throughout the activity and class
discussions.
The worksheets can be used as a
formative assessment.

half.
Label the second poster with
the word half and with the .
Discuss what the 1 and the 2
represent.
Find other ways to represent
one-half with their groups, using
scissors and their model candy
bar papers.
Compare results with others.

Discuss in groups 1/3.
Discuss with the class.
Decide that the bar must be cut
into three equal parts and that
one of those pieces represents
one-third.
Students model methods by
cutting their paper models.
Tape a variety of examples to
the class chart for one-third.
Explore the next fraction.
Discuss and share ideas of
fractions being used everyday.

Students participate in
discussions and activity to the
best of their capabilities and
understanding.

References:
Mathematics Grade 4 Curriculum. Retrieved from:

http://www.gnb.ca/0000/publications/curric/math4.pdf

Wilkerson, T., Bryan T., and Curry J. (2012). An Appetite For Fractions. In Teaching Children
Mathematics (2nd ed., Vol. 19, pp. 90-99).

Lesson: 2
Topic: Naming and Recording Fractions
Grade: 4
Length of time: 60 minutes

NCTM Standards
Develop understanding of fractions as parts of unit wholes, as parts of a collection, as locations
on number lines, and as divisions of whole numbers.

New Brunswick Math Curriculum Outcomes
GCO: Number (N): Develop number sense
SCO: N8: Demonstrate an understanding of fractions less than or equal to one by using
concrete and pictorial representations to:
Name and record fractions for the parts of a whole or set.
Compare and order fractions.
Model and explain that for different wholes, two identical fractions may not represent
the same quantity.
Provide examples of where fractions are used.
Lesson objective(s):
Introduce students to the concept of equivalent fractions.
Introduce students to fraction pieces (show their relatedness and utility).
Create a fraction wall that can be used as a class-wide manipulative.

Prior knowledge:
Students should have prior knowledge on what a fraction is, what it represents, and how we
use them in everyday life.

Differentiation strategies incorporated into this lesson:
The use of manipulatives (fraction pieces and fraction wall) is beneficial to all learners but is
especially useful for those who find the concept of fractions to be rather abstract. It gives them
a tangible way to measure and view fractions that will help facilitate understanding.

Having students create their own set of fraction pieces to take home makes the manipulative
accessible to all students at all times. They can also use them in class.

Materials:
Fraction pieces
Photocopied pieces for fraction wall (complete set)
1 set of paper fraction pieces for each student

10

Teacher preparation:
Photocopy and cut pieces for fraction wall
Photocopy one set of fraction pieces for each student


Teacher and Student Procedures
Lesson
Teachers Procedures
Students Procedures
Component
Engagement Explain what fraction pieces are and Listen attentively and ask questions
(10 minutes) how/when we can use them in the as they arise.
classroom.
Exploration Hand out bags of wooden/plastic
(10 minutes) fraction pieces to students. Explain
rules related to using this type of
manipulative and proper use in the
classroom. Give students time to
practice using them and discover
what they can make on their own

Explanation Explain the purpose of the fraction
(15 minutes) wall and how it can be used as a
learning tool in the classroom on a
daily basis. (5 minutes)
Pass out pieces of the fraction wall
for students to cover, explicitly
stating what colour each is
supposed to be. Ask students to
colour their piece and find their
fraction partners (Ex. all of the
pieces in one group, , etc.) (10
minutes).
Elaboration Assemble the fraction wall as a class
(15 minutes) on a piece of bristol board or on a

bulletin board and having one group
come up at a time to put their
pieces up. Explain the concept of
equivalence by pointing out that all
of the sets are the same length on
the bulletin board and refer back to
the whole.

Play with manipulative to see

how the pieces are related to each
other.

Listen attentively and ask questions

as they arise.



Colour fraction pieces; find other
members of their fraction group.

Place pieces on fraction wall when

called upon.

Actively participate in class
discussion on what constitutes a
whole.

11

Evaluation Give students their fraction piece

(10 minutes) sets and give them time to start
cutting them out and colouring
them. Explain what they can use
them for (homework, class, etc.)

Begin colouring and cutting our

fraction piece sets.

12

Fraction Wall Pieces

13

(Retrieved from: http://56c2011.global2.vic.edu.au/2011/06/02/learning-about-fractions/)

14

Fraction Pieces

15

16

Fraction pieces retrieved from: http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm)

17

Lesson: 3
Topic: Numerator and Denominator exploration and Introducing Fractions for the parts of a
whole or set
Grade: Four
Length of time: 60 Minutes

NCTM Standards: Understand numbers, ways of representing numbers, relationships among
numbers, and number systems:
- Develop understanding of fractions as of unit wholes, as parts of a collection, as
locations on number lines, and as divisions of whole numbers
- Use models, benchmarks, and equivalent forms to judge the size of fractions;

New Brunswick Math Curriculum Outcomes:

GCO: Number (N): Develop number sense
SCO: N8: Demonstrate an understanding of fractions less than or equal to one by using
concrete and pictorial representations to:

Name and record fractions for the parts of a whole or a set
Provide examples of where fractions are used

Lesson objective(s): Students will be able to assess information given and distinguish the
difference of the information, between a numerator and denominator. Students will also be
able to identify a whole and a set of objects and name and record the fraction for those
object(s).

Prior knowledge: Students will use their prior knowledge of fractions; What is a Fraction,
numerator and denominator, and their understanding of fraction manipulatives to further
discover fractions during this lesson.

Differentiation strategies incorporated into this lesson: To accommodate all learners this
lesson will incorporate the practice of peer collaboration in a hands on/experiential
arrangement. Visual representations will be present as well as examples of real life and
relatable contexts that will adhere to many students.

Materials:
- Student fraction manipulatives (from lesson #2)
- Numerator/Denominator Pizza SmartBoard activity
- Shoe Sort activity sheet (for each student)
- One shoe from each student
- List of groups of 4-6 students for Shoe Sort activity
- Pencils (for each student)
- Fractions for the Parts of a Whole or set in-class activity sheet (for each student)
- Fractions for the Parts of a Whole or set Practice Homework sheet (for each student)

18

Teacher preparation: Teacher will have prepared; 2 SmartBoard activities planned for lesson
(Pizza & Whole/set review), assigned groups of 4 or 5 for Shoe Sort activity and all activity
sheets.

Teacher and Student Procedures

Lesson
Teachers Procedures
Students Procedures
Component
Engagement Numerator/Denominator SmartBoard
Students will sit as their
(10 mins)
activity
desks, facing SmartBoard.
Teacher will begin lesson by
Students will engage in
asking students review
review of numerators and
questions (Pizza SmartBoard
denominators.
activity) about numerators and
Students will answer and
denominators:
demonstrate questions
Teacher will remind students to
using fractions on
take out their fraction
SmartBoard
manipulatives they made last
Students will recap at end
lesson, to help them during this
of activity What a
activity (if needed)
numerator is and what a
Slide one: Teacher will ask,
denominator is.
What is the denominator of the
whole pizza? What is the
numerator? (Teacher shows
students picture of pizza on
Smartboard and writes it as a
fraction (1/1).
Teacher asks students what is it
called? (A whole)
Slide two: What if the pizza was
cut (in half) What is the
numerator? What is the
denominator?
Teacher will ask for students to
come to SmartBoard and
demonstrate half a pizza as a
fraction (1/2) and say what it is
called (half)
Slide three: (Pizza cut in
fourths) What is the
numerator? What is the
denominator?
Teacher can continue with

19

Exploration
(20 mins)

other slides (cutting pizza) -

depending on students
comprehension.
Teacher will recap with
students asking them: What is a
numerator? What is a
denominator?

Shoe Sort Activity
Teacher will hand out one sheet
to each students
Teacher will put all students
into predetermined groups of 4
or 5.
Teacher will remind students of
the working in groups
expectations; listen to the
speaker, respect group
members and work together
effectively then teacher will
have 3 groups model these
actions for the class.
Teacher will begin by explaining
to students the directions of
the activity; Ask students to
take off one shoe each and
place in center of table so all
team members can see.
Using their shoes as
manipulatives - Teacher will
instruct students with the first
question How many shoes are
there?
Teacher will take answers from
students and ask them what
this is called in a fraction
(denominator).
Teacher will instruct students
to continue working on their
activity sheets as a group.
If students finish before other
groups, teacher will tell
students to represent their

Students will get Shoe

Sort activity sheets and
form into groups made by
the teacher.
Students will model the
three expectations of
working in groups
Students will listen to
teachers explanation of
the Shoe Sort activity
sheet
Students will each take
off one shoe and place in
middle of desk (so all
team members can see
the shoes)
Students will count how
many shoes they have all
together in their group
and record answer.
Students will answer
what they think this
number is in a fraction
(the denominator)
Students will continue
working on questions as a
group deciding as a
group what to fill in the
numerators as.
Students who finish
before other groups will
work as a group using
their fraction
manipulatives to match
the fractions they created

20

Explanation
(10 mins)

shoe fractions using their

fraction manipulatives as a
group
The teacher will get students
attention back to the
SmartBoard
The teacher will recap on the
students findings and ask each
group what they got as their
denominators.
Teacher will record
denominators on SmartBoard
and add them together.
The teacher will ask the
students what this number
represents (Total number of
students in the classroom)
The teacher will use this
number to further record
findings in fraction form (ex.
___/20
Using this set denominator -
Teacher will ask students what
they got as their numerator for
about 2-3 of the activity
questions (depending on
students comprehension) and
record these findings on
SmartBoard
I.e., Number of shoes with
laces is 8/20.
After each activity question
discussed, teacher will ask
students what this means
(There are 8 students in the
classroom that wear shoes
with laces)
This will help students with
further clarification and
understanding of fractions in
real life situations.

during the shoe sort

activity.
Students will stay in their
groups and turn their
focus to the
SmartBoard/teacher
Students from each group
will give the teacher their
denominator (number of
shoes at their group)
Students will answer
what this number
represents (number of
students in the
classroom)
Students will also take
turns answering what
they got as their
numerator for about 2-3
of the activity questions
(depending on student
comprehension)
After answering their
numerators for each
activity question
discussed, students will
answer what this means
(i.e., There are 8
students in the
classroom with laces)
Students will develop
further understanding
and comprehension of
the idea of fractions in
real life situations.

21

Elaboration
(15 mins)

Fractions for the parts of a whole or

set
Teacher will use SmartBoard
(Fractions for the parts of a
whole or set SmartBoard
activity) to first demonstrate
what the students will be
exploring through the use of
activity sheets.
Teacher will remind and
encourage students to use
their fraction manipulatives for
support if needed
Teacher will show and explain
two fractions on Smartboard
One for fraction as part of a
whole and one for fraction as a
set.
Teacher will give each student a
Fractions as a part of a whole
or set activity sheet for them to
work on individually at their
desks
Teacher will tell students - If
students finish before others
students can use their fraction
manipulatives to draw and
record more fractions they
come up with on the back of
their activity sheet
Teacher will walk around
classroom, offering help to
students and informally
assessing their understanding
of fractions as a part of a whole
or set
Once most students are
finished, the teacher will bring
the students attention back to
the Smartboard activity where
they will review their answers
from the activity sheet
The teacher will get students to

Students will turn their

attention back to the
SmartBoard
Students will get out of
their manipulatives for
next activity
Students will watch the
teacher model how to
name and record a
fractions for the parts of
a whole or set (on
SmartBoard)
Students will use this
knowledge and their
manipulatives to
individually work on and
record their answers on
the Fractions as a part of
a whole or set activity
sheet
If students finish early,
they can use their
fraction manipulatives to
record made up fractions
on the back of their
sheet.
Once complete, students
will then turn their
attention back to the
SmartBoard where the
teacher will review their
answers from the activity
sheet.
Students will volunteer to
record, demonstrate and
explain their answers for
each question on the
activity sheet.

22

Evaluation
(5 mins)

go to the SmartBoard and

record their answers for each
question and explain.
Homework sheet
To conclude the lesson, the
teacher will open a class
discussion with students the
different ways fractions can be
represented for the parts of a
whole or set.
The teacher will give each
student a Fraction for the parts
of a whole or set practice sheet
for take home.
The teacher will explain the
homework activity sheet (the
same as the last activity sheet
they did in class).
The teacher will tell students to
take home their fraction
manipulatives and use them to
help them to work on their
homework sheet.
The teacher will collect these
homework activity sheets next
day to assess the students
comprehension.

Students will discuss and

give suggestions on the
different ways you can
record and name
fractions as a part of a
whole or set.
Students will listen to
teacher explain
homework activity sheet
Students will put
homework activity sheet
and fraction
manipulatives into their
take home folders
Students will return this
sheet to the teacher, the
next day.

Assessment: For the in class activities, students will be assessed informally through observation
observing their comprehension, participation and overall understanding of the parts of a
fraction as well as how to represent a fraction for the parts of a whole or set. The teacher will
adapt the lessons as they go along, according to the level of understanding of the students.
Students will also be asked to hand in their Fraction for the parts of a Whole or Set activity
sheet (done in class) in preparation for their assessment the following day.

23


Numerator and Denominator Pizza SmartBoard Activity

24

*****SmartBoard slides do not have these answers on them for students to discover

25