Lesson-Planning Template
Big Idea(s):
Review 4.nf.1-4
Content Standard(s):
Standard 4.NF.1
Explain why a fraction a/b is equivalent to a
fraction (n x a)/(n x 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.
Standard 4.NF.2
Compare two fractions with different
numerators and different denominators, for
example, 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, for example, by
using a visual fraction model.
Standard 4.NF.3
Understand a fraction a/b with a >1 as a sum
of fractions 1/b. In other words, any fraction is
a sum of unit fractions.
a. Understand addition and subtraction
of fractions as joining and separating
parts referring to the same whole.
b. Decompose a fraction into a sum of
fractions with the same denominator
in more than one way, recording
each decomposition by an equation.
Justify decompositions, for example,
Essential Question(s):
What about fraction do I need to know
in my future?
What is the best my to model fraction
equation?
Mathematical Practice or Process
Standards:
Extend understanding of fraction
equivalence and ordering.
CCSS.MATH.CONTENT.4.NF.A.1
Explain 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.
CCSS.MATH.CONTENT.4.NF.A.2
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.
Build fractions from unit fractions.
CCSS.MATH.CONTENT.4.NF.B.3
Understand a fraction a/b with a > 1 as a sum
of fractions 1/b.
CCSS.MATH.CONTENT.4.NF.B.3.A
Understand addition and subtraction of
fractions as joining and separating parts
referring to the same whole.
CCSS.MATH.CONTENT.4.NF.B.3.B
Decompose a fraction into a sum of fractions
with the same denominator in more than one
 by using a visual fraction model. For
example, 3/8 = 1/8 + 1/8 + 1/8; 3/8 =
1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8; 2 1/8 =
8/8 + 8/8 + 1/8.
c. Add and subtract mixed numbers
with like denominators, for example,
by replacing each mixed number with
an equivalent fraction, and/or by
using properties of operations and
the relationship between addition
and subtraction. For example, 3 1/4
+ 2 1/4 = 13/4 + 9/4 = 22/4; 3 1/4 + 2
1/4 = (3+ 2) + (1/4 + 1/4) = 5 + 2/4 =
5 2/4, which is equivalent to 22/4.
d. Solve word problems involving
addition and subtraction of fractions
referring to the same whole and
having like denominators, for
example, by using visual fraction
models and equations to represent
the problem.
Standard 4.NF.4
Apply and extend previous understandings of
multiplication to multiply a fraction by a whole
number.
a. Understand a fraction a/b as a
multiple of 1/b. For example, use a
visual fraction model to represent 5/4
as the product 5 x (1/4), recording
the conclusion by the equation 5/4 =
5 x (1/4).
b. Understand a multiple of a/b as a
multiple of 1/b, and use this
understanding to multiply a fraction
by a whole number. For example,
use a visual fraction model to
express 3 x (2/5) as 6 x (1/5),
recognizing this product as 6/5. (In
general, n x (a/b) = (n x a)/b).
c. Solve word problems involving
multiplication of a fraction by a whole
number (for example, by using visual
fraction models and equations to
represent the problem). For example,
if each person at a party will eat 3/8
of a pound of roast beef, and there
will be five people at the party, how
many pounds of roast beef will be
needed? Between what two whole
numbers does your answer lie?
way, recording each decomposition by an
equation. Justify decompositions, e.g., by using
a visual fraction model. Examples: 3/8 = 1/8 +
1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8
= 8/8 + 8/8 + 1/8.
CCSS.MATH.CONTENT.4.NF.B.3.C
Add and subtract mixed numbers with like
denominators, e.g., by replacing each mixed
number with an equivalent fraction, and/or by
using properties of operations and the
relationship between addition and subtraction.
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.
CCSS.MATH.CONTENT.4.NF.B.4
Apply and extend previous understandings of
multiplication to multiply a fraction by a whole
number.
CCSS.MATH.CONTENT.4.NF.B.4.A
Understand a fraction a/b as a multiple of
1/b. For example, use a visual fraction model to
represent 5/4 as the product 5 × (1/4),
recording the conclusion by the equation 5/4 = 5
× (1/4).
CCSS.MATH.CONTENT.4.NF.B.4.B
Understand a multiple of a/b as a multiple of
1/b, and use this understanding to multiply a
fraction by a whole number. For example, use a
visual fraction model to express 3 × (2/5) as 6 ×
(1/5), recognizing this product as 6/5. (In
general, n × (a/b) = (n × a)/b.)
CCSS.MATH.CONTENT.4.NF.B.4.C
Solve word problems involving multiplication
of a fraction by a whole number, e.g., by using
visual fraction models and equations to
represent the problem. For example, if each
person at a party will eat 3/8 of a pound of roast
beef, and there will be 5 people at the party, how
many pounds of roast beef will be needed?
Between what two whole numbers does your
answer lie?
Learning Intention(s): Success Criteria: (written in student

(mathematical/language/social) voice)

I know how to multiply fraction with a

Review of nf.1-4 whole number.

I know how to model fraction

questions.

Purpose:

□ Conceptual Understanding □ Procedural Fluency □ Transfer

Task:

Student will be playing games and answering questions to take a turn.

Materials (representations, manipulatives, other):

Paper, array modal, number line, games, Pencil, clip boards.

Misconceptions or Common Errors:

Which models are which.

The rule of the games.

Format:

□ Four-Part Lesson □ Game Format □ Small-Group Instruction

□ Pairs □ Other_______________

Formative Assessment:

This whole lesson will be formative assessments. I will be walking around the

room seeing if students need help or are understanding concepts. At the end of

the time after students clean up I will have them do one to five on each of the 4

topics.

Launch:

I have something really fun for you today. As you can see, I have a bunch of

games next to me. You will be allowed to play these games, but you have to

listen to me. What we are going to be doing today are review games. Before I

get to the games, I want to review some of the topics that will be a part of the

games. You all know how to do these, but it doesn’t hurt to go over it again. (I

will be having student helping me with these)

How do you find equivalent fraction? A: you multiply the top and the bottom by

the same number. M: So, if I have the fraction 2/3 what are all the equivalent

fraction I can make? 4/6, 6/9, 8/12 …. M: How can you show me? A: Array model

If I have these 2 fractions 5/8 and 7/9 which one is bigger? A: Array model or A:

finding the greatest common fraction. M: You can also do the opposite of what

was said? 35/72 < 56/72

This one will be quick who can tell me the answer to 15/18+13/18? A: 28/18 M:

How do you make that into a mix number? A: 1 10/18= 1 5/9

What about this one? A:19/15-8/15= 11/15

Last but not least let’s go over the Multiplication of fraction. What is the quick

way to answer 13x 2/3? A: (13x2)/3= 26/3=8 2/3

How do you do a timeline model for 3x1/2? A: 1 1/2

How do you do an array model for 5x1/3?

Last but not least can someone show me how to do a fraction strip? 4x3/5
So, how this is going to working is I am going to call on you guys randomly and

as I call on you, you can pick the game you want to play most games are 4

player so if there are 4 players already there what should you do? A: Pick a

different game. There are 2 of each game I’m sorry if you don’t get your first

pick but maybe after one group finishes a game you guys can switch.

How to play:

M: Have any of you guys play Jenga? (If the majority of that class says yes then

I will not explain the rules of the game) M: Okay that a good majority of you so

As you see I have the rainbow Jenga. You are going to play this like normal

Jenga but after you successfully take off a block, you’ll have to answer a

question from the pile of the corresponding color before you put on top. You’ll

have to answer the questions on the piece of paper I give you. Please put the

number of the question and the color of the question with your answer. Some of

the questions will be asking you to do specific models and I will be looking for

those. There are Challenge cards in Jenga when you pull out the block there

should be a black Star that signifies that you’re supposed to pull a challenge

card. With the challenge cards you’re supposed to work as a team to figure

them out, all the other cards you’re supposed to do by yourself.

How many of you have played sorry? (If the majority of that class says yes then

I will not explain the rules of the game) M: Okay that a good majority of you. So

again, you will be play like normal but when you pull a card to move there’ll be

a colored square on the card you’re to answer questions from the

corresponding Color pile. Unless you pull a sorry card then there’ll be it Black

Star which like in Jenga means you work as a team to figure out the answer.

You are to answer the questions before you move your pawn. Like in jenga
there are certain questions thought You have to do specific models for and

again and I will be looking for them. Please put the Number and color of your

question when you answer on your paper.

Who has played candy land? (If the majority of that class says yes then I will

not explain the rules of the game) M: Okay that a good majority of you well the

rules are the exact same as sorry but instead of the sorry cards having the

black star the character cards will have the black star.

Last but not lest who is played snakes and ladders? (If the majority of that class

says yes then I will not explain the rules of the game) M: Okay that a good

majority of you well this game has a spinner so the colors of question you have

to answer is going to be on the spinner. The challenge stars are going to be on

the board. Again, please put the Number and color of the question you

answered on your paper when you’re answering it. The answers to all the

questions will be next to each game. One person should be a charge of the

answers. If you get a question wrong that does not mean you cannot play but

you’ll have to work as a team to figure out why it’s wrong.

I will be walking around and seeing if you guys are actually answering the

questions and if you need help. If I see that someone is abusing the answer

sheet or is not doing their work, I will stop and take away the game and we will

do a good old fashion review so don’t be the person to ruin it for everyone else.

I also expect you guys to play nice and help each other out, that does not mean

giving them the answer. I will also take away the games if I see that it is getting

super competitive. I am going to now use this random generator but if it picks

your name and I see that you are not being quiet and waiting I will call on

someone else first. If you don’t know how to play the game, you are at, I can
come over and help you. I am using the honor code so again don’t be the

person to lose this fun for everyone else. Just so you know I will be collecting

the papers.

Facilitate:

I will be walking around the room making sure students are actually answering

questions and are using the answer keys correctly. I will be also at this time be

walking around and seeing if anybody needs help with questions. I might also

go up and asked them how they’re doing certain questions and to explain it just

to make sure that this is verbally explained as well.

Closure:

With the about Seven minutes until recess I will have everybody stop and start

to cleanup. After the games are cleaned up the games, I will ask the student

what they understand about each of the topic and why it is important to know if

I see that they are hesitant about it I will have them do a think pair share. I will

also be collecting the papers.