Lesson

Title/Focus

Fractions

Date

December 3, 2014

Subject/Gra
de Level

Grade 4 Mathematics

Time
Duratio
n

60 minutes

Unit

Unit 1 Lesson 5: Understanding Fractions

Teacher

Olivia Meyer

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Develop number sense

Demonstrate an understanding of fractions less than or equal to one by using
concrete, pictorial, and symbolic representation to:
name and record fractions for the parts of a whole or a set
compare and order fractions
model and explain for different wholes, two identical fractions may not
represent the same quality
provide examples of where fractions are used

LEARNING OBJECTIVES
Students will:
1. Identify what the numerator and denominator is
2. Represent fractions pictorially
3. Make fractions out of pictures
4. Solve word problems involving fractions
5. Order fractions
6. Compare fractions using <, >, and =.

ASSESSMENTS
Observations:

Observe students as they are marking

Observe students as they are working together in partners
Observe students as they are doing the problems

Observer students as they are playing the game/math facts (dependent

Key Questions:

Products/Performan
ces:

on behavior and time)

What is a numerator?
What is a denominator?
How do I make a fraction out of a picture?
How do I represent fractions pictorially?
How do I put fractions into words?
How do I compare fractions?
How do I solve word problems that require fractions?
How do I order fractions?
Discussion and whiteboard results

LEARNING RESOURCES CONSULTED

Alberta Learning
Alberta Program of Studies

MATERIALS AND EQUIPMENT

Whiteboard
Whiteboard markers
Mini whiteboards
Mini whiteboard markers
Whiteboard erasers
Smartboard
Fraction cards

PROCEDURE
Prior to lesson

Write brain teaser up on the board

Get white boards set up

Attention Grabber

Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2

Get the smartboard set up

Get fraction cards set up
Introduction
Miss Meyers Brain Teaser:
What do you get if you cross a math teacher and a
clock?
Arithma-ticks!

Time
3 minutes

All of learning activity 2 because it is review.

Do your job and get out your math books.

Okay we are going to start by marking our word problems that

we did yesterday then we are going to play a fun review game!
Body
Marking page 34.
Question 26: 7/22. Cameron has 7/22 good arrows.
Question 27: 10/11. Daksha has 10/11 goats out of
her animals.
Question 28: 9/10. Nina has 9/10 old notebooks.
Question 29: 5/15. There were 5/15 male lions.
Watch the students to make sure they are marking/correcting
their work. Make sure the students are watching and listening
and not being disruptive to other students.
Review!
We are going to get out the white boards, markers,
and erasers.
Write out the rules out on the board.
Do not draw pictures on the board.
Only write on the board what you are supposed
to write.
Do a few things to get them used to the whiteboard.
Skip count of 3s starting from 9 to as high as
they can go.
After they have got writing on the board out of
their system you can move onto the review.
Now split them up using the fractions cards.
They know how to do this, but go over how to
again.
If you have a picture you will be finding the
corresponding fraction and if you have a fraction
you will be finding the corresponding picture.
This will be your partner. If you have a picture
you will be partner A and if you have a fraction
you will be partner B. (write this on the board).
You will be working with your partner to solve
the problems that will appear up on the
smartboard.
There will be a letter on the top of each slide
and the question that appears on the board will
be the one that you will have to write down on
the whiteboard. So if you were partner A you will
write down the questions that have an A on the

Time

10
minutes

35
minutes

top or all the odd questions! If you are partner B

you will write down the questions that have a B
on the top or all the even questions!
Your goal is to answer the question as quickly,
neatly, and correctly as you can!
Question 1: Which number is the numerator?
The top or the bottom? You have 30 seconds to
discuss and partner A to write down the answer!
Go!
Ohh it looks like we have a bonus question!
What is the acronym used to remember
NUmerator?
Question 2: Which number is the denominator?
The top or the bottom? You have 30 seconds to
discuss and partner B to write down the answer!
Go! Go over the answer at the end!
Ohhh look another bonus question!
Bonus: What is the acronym used to remember
Denominator?
Question 3: Represent

in picture form. You

have 30 seconds to answer this question and for

partner A to write down the answer! Go! Go over
the answer at the end!
Question 4: Represent the shaded part of this
picture in fraction form. You have 30 seconds to
discuss and partner B to write down the answer!
Go! Go over the answer at the end!
Question 5: Multiplication Questions:
5X1=
3X2=
4X5=
3X3=
1X1=
You have 3 minutes to discuss and partner A to
write down the answer! Go! Go over the answer
at the end!
Question 6: Compare the following fractions
using <, >, and =.
______
You have 45 seconds to discuss and partner B to
write down the answer! Go! Go over the answer
at the end!
Question 7: Compare the following fractions
using <, >, and =.
_____
You have 45 seconds to discuss and partner A to
write down the answer! Go! Go over the answer
at the end!
Question 8: Compare the following fractions
using <, >, and =.

_____

You have 45 seconds to discuss and partner B to

write down the answer! Go! Go over the answer

at the end!
Question 9: Compare the following fractions
using <, >, and =.

_____
You have 45 seconds to discuss and partner A to
write down the answer! Go! Go over the answer
at the end!
Question 10: Compare the following fractions
using <, >, and =.

_____
You have 45 seconds to discuss and partner B to
write down the answer! Go! Go over the answer
at the end!
Question 11: Use fraction strips to help order the
following fractions from least to greatest.
, , ,
You have 4 minutes to discuss and partner A to
write down the answer! Go! Go over the answer
at the end!
Question 12: Use fraction strips to help order the
following fractions from least to greatest.
, , ,
You have 4 minutes to discuss and partner B to
write down the answer! Go! Go over the answer
at the end!
Question 13: The Montreal Canadiens scored
four goals in the game on Monday. The Colorado
Avalanches scored three goals. What fraction of
the goals were scored by the Canadiens?
You have 4 minutes to discuss and partner A to
write down the answer! Go! Go over the answer
at the end!
Question 14: Saddie is a gymnast. She got 3
gold medals, 1 silver medal, and 1 bronze medal
at her competition. What fraction of Saddies
medals were silver?
You have 4 minutes to discuss and partner B to
write down the answer! Go! Go over the answer
at the end!
Question 15: Lets do a word problem with the
class!
What fraction of our class are girls?
So let us find out how many boys we have in the
class first. If you are a boy I want you to stand
up quietly! Get Brody to count how many people
are standing up. Write down the answer on the
board.
Okay everyone can sit down.
Now if you are a girl I want you stand up! Get
another student to count all the girls. Write
down the answer on the board.

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#3
Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

Sponge
Activity/Activities

So how many students do we have in total?

Lets add these two numbers together to see
how many students we have in total!
Let us verify this by counting all the students in
our class!
Okay now that we have the total and we know
how many boys and how many girls we have in
our class we can put this into fraction form. So
what is the fraction of girls that we have in our
class?
What would the fraction of boys that we have in
our class
Watch to make sure students are not fighting over the
whiteboard. Make sure that the students are doing the
questions and that discussion is math based and not nonacademic. If students need more time, give them more time. If
they do not require more time, cut the time shorter. Once they
are done they must raise their hands up high so I know that
they are done. Remind them that it is not a raise to be done
first. You are trying to do this as correctly as you can and as
neatly as you can! You are also putting the answers big enough
so I can see from the board!
Depending on how well the review went you can either play
games such as four corners or 7-up. So if it went really well play
those games and if it did not go over well. Make them do math
facts.
Depending on how well the review went you can either play
games such as four corners or 7-up. So if it went really well play
those games and if it did not go over well. Make them do math
facts.
Closure
Question 15 will be my closure.

10
minutes

Time
5 minutes

How well they acted during the review!

Great job today! I believe that we are actually starting to
understand this stuff! Just in time for our fractions quiz
tomorrow!
Great job today! I believe that we are actually starting to
understand this stuff! Just in time for our fractions quiz
tomorrow!
Flash cards if there is too much time left over!

Reflections from the

lesson

10

11

12

13

14