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Education Department
Field School Lesson Plan
Name____Jasmine Hunt__________________________________________Lesson
Subject Area____Mathematics___________________________________ Grade
Date____5/12/16________________________ Start time____7:50am_____ End
Cooperating Teachers
Related Standard:
4.NS.4Explain 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.NS.5Compare two fractions with different numerators and different denominators.
4.AT.5Solve real-world problems involving addition and subtraction of fractions referring to the
same whole and having common denominators.
Use prior knowledge
Main Objective of Instruction:
In order to identify (knowledge), compare (analysis) and add/subtract fractions (synthesis),
TSWBAT solve fraction-based problems using technology, manipulatives, and fraction cards given
five activity stations during a typical 1.5-hour math period. (Blooms Taxonomy)
Teacher Materials/Resources:
*Document camera
*Fraction blocks or cut-outs (in circle shape)
*Fraction cards
*Basket with apples
*Dry erase board and marker, with tape grid(s)
Student Materials:
*Scrap paper
Anticipatory Set (Introductory Approach):
Once students are seated, pace the classroom as you make your way to the document
camera and begin telling a story of when you ate pizza and had to divide it among multiple
guests. Work the story into increments (i.e.whole pizza to yourself, share with one friend, two
more friends come over to share with, parents come to share with, etc.). As you tell the story,

use the fraction blocks/cut-outs underneath the document camera to show how the pizza was
being split.
End the story with, Now that youve seen how I can divide this pizza, you will be able to
see how I can divide up the class. There are 30 students here today, and I have 5 stations set up
around the room. I am going to divide the class into fifths to send to each station to follow the
direction sheet. Each group will have 10 minutes at each station. Remember your number when I
count you off. Continue on to assign them numbers, one through five, and to send them to each
This whole process should take roughly 5-10 minutes.
Instructional Procedures (Whole Group):
Students will have 10 minutes at each station. Put an electronic timer on the overhead
screen so students can keep track of their timing. Each station will have an instruction paper to
explain the activity.
Station 1 will be at the computers. Students will go onto to play a math game dividing a pizza into the
correct slices. The game has three plates, with two of them empty. The students will drag the
pizza slices from the first plate to match the fractions that are with the empty plates. There are
two levels to this game, so have students begin with Level 2, and if they are having a difficult
time getting through it, have them switch to Level 1. (Mathematical/Logistic)
Station 2 will be Top It. This is a game similar to the War card game. There will be 3 sets
of fraction cards. Students will get into pairs and divide each stack between them and their
partner. They will then pull the top card off their stack and lay it down to compare it with their
partners top card. Whichever partner has the largest fraction gets to keep both cards to add to
their stack. Have students recycle their stacks and continue playing for the whole 10 minuteperiod. (Mathematical/Logical, Interpersonal) (Analysis)
Station 3 will be a fraction grid. On the dry erase board, set up grids using electrical tape.
Students will take turns reading a fraction card and going up to the grid to outline and color in
the corresponding amount. For instance, if a student picks up a card that reads 1/5, then they will
go to the grid and outline 5 squares. They will then color in 1 square. This will show that they
understand that their fraction is 1 out of 5 grid squares. (Mathematical/Logistic,
Station 4 will be at the laptops. Students will go to to play a game working on equivalent fractions. There
are monkeys holding a simplified fraction at the bottom of the screen. Students will drag the
monkey to the ring on the fraction number line that matches the simplified fraction. If they get it
wrong, they will have another try, with a grid showing the correct number of colored in boxes
corresponding to the simplified fraction for extra assistance. If they feel more comfortable, they
can get into partners for this activity. (Mathematical/Logistic, Interpersonalif partners
are used) (Analysis)
Station 5 will have two baskets and a group of red and green apples. There will be an
example story problem showing how to use the apples to formulate their own story problem. As a
group, they will work together to come up with 1-3 strong story problems, using the apples, to
show addition and subtraction of fractions. (Mathematical/Logistic, Bodily/Kinesthetic,
Interpersonal) (Synthesis)
This will take 50 minutes total.
Provisions for Individual and/or Group Differences:
Students can use scrap paper for extra assistance at all stations.
Station 1: Students with ELLs/IEPs hindering their math skills can stick to Level 1 for the
pizza computer game.

Station 2: Work with a partner who is more understanding of the concept of comparing
Station 3: Students can work in teams or partners for student-to-student guidance.
Station 4: Students can work with a partner for student-to-student guidance.
Station 5: The students are working in teams, but to make sure that the students who
struggle with the concept of adding/subtracting fractions is included, have them place the apples
into the bins to begin the story problem for the group to create. They will act as a facilitator for
the story problem, rather than feeling left out/clueless.
Once each group has rotated through all of the stations, have them sit at their seats. Each
group will read one of their story problems to the class that they came up with in the fifth station,
showing the problem with the apples for everyone to see. This station exemplified the
understanding of adding, subtracting, identifying, and comparing fractions all in one, just as the
lesson objective stated. This should take about 5 minutes.
Once all students are finished with the quiz (evaluation of learning), reference the hook
story about dividing pizza among friends. Now ask how you would divide three pizzas evenly
among 30 people. Allow wait time before taking answers. Then show them that each of the
pizzas could be divided into ten slices by bringing in pizza for the students for the remaining
time. This would reward them for their focused, hard work for the day, as well as make fractions
a concept that they will never forget.
Evaluation of Learning:
Pass out a quiz to see how students grasped the concepts of identifying, comparing, and
adding/subtracting fractions.
Once they are finished with the quiz, have them come up with story problems on their own
for extra practice. Tell them to be creative in what they split up and to include friends and family
in their stories.
The quiz should take 10-15 minutes.
Independent Practice:
For homework, the students will be given a worksheet to go home and survey their family
on what they like (colors, foods, etc.) in the form of This or That? questions. They will fill in the
charts and come up with the fraction of family members that like each topic, and bring it in to
school within the next two days (to give students time to talk to their busier family members).
For students that score low (75% or less) on the quiz, have them retake the quiz using
fraction blocks for an extra reference.
Students who get a 100% on the quiz will be given a dollar (fake money) to go towards
their Fun Friday.