Fractions Lesson

Name: Rosa Kleinman

Content area: Math
Teacher: Matthews (304)
Grade: 4th grade
Time/Date: 5/19/15, 9:50 a.m.
Central Focus/Essential Question
The central focus of this lesson is solving word problems that require adding and subtracting of fractions
with like denominators.
Goal of Lesson
By the end of this lesson, the students should be understand the steps we took to find the remaining fraction
from the whole and how we split the remaining parts of the whole according to the word problem.
Common Core Standards
CCSS.MATH.CONTENT.4.NF.B.3.D

Solve word problems involving addition and subtraction of fractions referring to the same whole
and having like denominators, e.g., by using visual fraction models and equations to represent the
problem.
Prior Knowledge
Students have been studying fractions in their current math unit and have covered the topic of adding and
subtracting fractions, but in prior lessons it was clear that not everyone completely understood, which is
why we will be doing an additional re-engagement lesson on this topic.
Materials & Resources
White board and markers
Hand outs with problem(20 copies)
Lesson Development
Part I
1. I will begin the lesson by stating the objective: Today in math we will continue working with
fractions in a word problem. We are going to do
2. Read the word problem to the students:
Tomorrow, I am going to go to a party at my friends house. He asked me to bring a fruit platter and
said that 3/12 of the platter must be watermelon. He said that the rest of the tray should be pineapple
and strawberries, but they must be in unequal amounts. What combinations of strawberries, pineapple,
and watermelon could I make to bring to the party?
3. Make a chart with two columns on the board: What we know | Need to find out
4. Ask students: what information do we know from the problem? Write down answers
Students may say:

-going to a party
-3/12 of platter is watermelon
-the rest of the platter is made up of pineapple and strawberries
-unequal amounts of pineapple and strawberries
-12 parts in the whole platter
5. Ask students: what information do we need to find out to solve this problem? Write down answers
Students may say:
-how much strawberries and pineapple do we have? (15 minutes)
Part II
1. Hand out the problem on a sheet and release students to go back to their tables to work on the
problem. They may also sit on the floor if they wish. Students will work in partnersassign
ahead of time and dismiss students as their names are read off.
2. Circulate and take note of student progress and assist students who may need help.
3. Gather small group of students to help them get started then release them to work with

partners.
(15 minutes)
Part III
Make sure the smartboard is on and the document camera is ready. Call the class back and invite students to
put their work under the document camera and share how they solved the problem.
Questions to ask:
-How did you set the problem up? What was the first thing you did?
-What did you do next?
-Did you draw out a picture? Walk us through the picture
-How did you get the answer _____? What was your process?
Transition: thank students for sharing their work with the class and ask them to pass their papers forward
and turn their attention to Ms. Matthews for the next lesson.

Assessment
I am planning to assess the students understanding in the beginning part of the lesson when we go over the
problem and what we know/need to find out, as well as at the end, during the group share portion of the
lesson.