Name: _______________

Lesson Title/Focus: Grade 4 Math

Date: Feb. 8th /2020
Relating Fractions Area to Set Unit: Fractions

CURRICULAR OUTCOMES LEARNING OBJECTIVES

GLO: Develop Number Sense
SLO: Number
8. Demonstrate an understanding of fractions less
than or equal to one by using concrete, pictorial and
symbolic 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]
At the end of the lesson students will be able to:
● See that every fraction can be
represented in many ways. Each way
highlights something different about that
fraction.
● Understand that there are different ways
to compare and estimate fractions, such
as relating the numerator and
denominator, using benchmark numbers,
and thinking of each fraction as multiple
units of a given size.
● Can use a fraction to tell how a whole
area is divided into equal parts and how
much of the whole area is used.

MATERIALS AND EQUIPMENT PREPARATION AND LOGISTICAL

● Whiteboards (Students)
● Writing utensils
● Colouring Utensils
● Fraction Flipbook sheets
● Ipads and Chromebooks
CONSIDERATIONS
● Ensure all electronics are working properly
● Have copies of worksheet (Fraction
Flipbook) printed and ready
● Students will all have their whiteboards
● Chromebooks and Ipads will be in the
rooms prior to the start

Lesson Time: 60 mins

PROCEDURE
Introduction Time
Overview of what a numerator is, and denominator
○ Denominator: How many equal sized parts the whole is divided into
○ Numerator: How many of those parts are selected or used

Key Notes:
● When dividing the Denominator into parts, they are all equal pieces 5-10
● Iteration: if it was 3/3 the iteration would be 1/3 , 1/3 , 1/3 Mins

Fraction Talks:
- Rectangle with purple, orange and red triangles
- Orange would be 4/12 or ⅓
- Purple would be the same 4/12 or ⅓ AND same as Red
Name: _______________
Body Time
Square tiles are useful since they can be used to represent or model fractions of a set or
joined to model fractions of an area. In this way, students can relate the two fraction
meanings.

Minds on Activity:
● Show students the picture of the red and white square tiles 5-10
○ Create a rectangle using square tiles. Use two different colours mins
○ Describe how much of the area of a rectangle is in each colour by using
fractions:
■ Ex: my rectangle is ½ red and ½ white, it is also 5/10 red and 5/10
white
● Move the tiles in your rectangle apart. leave a small space between the tiles.
Discuss that this is now a set, the difference is that the whole must be split
equally where as the set is looking at specific features (Ex: Red, blue, big, small)
■ Describe how much of the set of tiles is in each colour by using
fractions
■ Ex: ½ of the tiles are red and ½ of them are white

4 Stations Activity:
● Students will be broken into 4 different groups, each station will focus on using
manipulatives and working with fractions in different ways Rest of
● Ensure that each student fills out their own sheet Class
● Overview of transition expectations: (Hand Sanitizer will be at each station) (1
○ Station 1 (Sanitize hands before interacting with pieces) Swap)
○ Station 2 (Sanitize hands before interacting with pieces)
○ Station 3 (Keep your chromebook as you move from station 3 → 4)
○ Station 4 (Leave Chromebooks on Mr. Graff’s Back table, wait for teacher
to hand out chromebooks)

Station 1: (Will be located in the Spare Classroom)

- Students will be tasked with creating different fractions using cuisenaire blocks
and base 10 blocks

Task 1: Use the brown rod as 1 (1 whole)

a) which rod would represent ½? (Divide the whole into 2 equal parts) Draw
and label a diagram to prove it.
b) Which rod would represent ¼? (Divide the whole into 4 equal parts) Draw
and label a diagram to prove it. (Label ¼, 2/4, ¾, and 4/4).
Bonus Question: Which rod would represent ¾?

Task 2: Use Base 10 blocks (Rod and small cub)

Use the rod to represent 1 whole
a) How many cubes does it take to build the rod?
b) If the rod has a value of 1, what value does one cube have? Write the value
in word form and in number form.
c) Draw a picture showing six-tenths. (6/10)
Name: _______________

Mr. Graff Fraction Pizza: Challenge me! Included.

Station 2: (Will be located in the Spare Classroom)

- Students will be tasked with creating different fractions using coloured tiles and
Tangram blocks
Use the Coloured tiles to create different fractions
a) Build a rectangle of red and green tiles so that ⅘ of the whole rectangle is
red. Draw the picture below.
b) build a rectangle of red and green tiles so that ⅜ of the whole rectangle is
green. Draw the picture below.
c) Build a rectangle of blue and yellow tiles so that ½ of the rectangle is blue.
Draw the picture below. Is it possible to build a different rectangle out of
blue and yellow tiles so that ½ of the rectangle is blue? If so, draw the
picture below.
d) Create and solve your own fraction problem using coloured tiles. Write the
problem below, then show your solution.

Station 3: (Will be located in the Classroom)

- Students will be tasked with creating different fractions using a variety of fraction
games. Links will be provided on the Google Classroom page.

Game 1: Math Practice Game: Fractions of Shapes

Game 2: Math 3: Under the Sea
Game 3: Battleship Numberline - GameUp

Station 4: (Will be located in the Classroom)

- Students will be tasked with creating different fractions using the Pattern Shapes
Fraction Activity

Closure Time

● What is a numerator?
o parts making up the whole
● What is a denominator?
o How many parts of the whole
● What are some of the fractions we can talk about?
o 1/4 , 1/2 , 1/3
o What is a half, what is a third, what is a quarter 5 Mins

Make sure to remind students to leave their Math Binders on their desk for Mr. Graff to
pick up*** (COVID Procedure)
Name: _______________
Assessment
● Thinking Fist
● Think, Pair, Share
● I Notice, I wonder
● Fist of 5
● Formatively Assess via:
o Observations
o Questioning
o Discussion

Reflection:
Name: _______________
Fraction Stations
Station 1:
Task 1: Cuisenaire Rods

Use the brown rod as 1 (1 whole).

a) Which rod would represent ½? (Divide the whole into

2 equal parts)
Draw and label a diagram to prove it.

b) Which rod would represent ¼? (Divide the whole into 4 equal parts)
Draw and label a diagram to prove it. (Label ¼, ²/₄, ¾ and ⁴/₄.)
Bonus: Which rod would represent ¾?

Task 2: Base 10 Blocks (rod and small cube)

Use the rod to represent 1 whole.

a) How many cubes does it take to build the rod?

b) If the rod has a value of 1, what value does one cube have? Write the value in word form
and in number form.

c) Draw a picture showing six-tenths. (⁶/₁₀)

Name: _______________

Station 2:
Coloured Tiles

a) Build a rectangle of red and green tiles so that ⅘ of the

whole rectangle is red.
Draw the picture below.

b) Build a rectangle of red and green tiles so that ⅜ of the whole rectangle is green.
Draw the picture below.

c) Build a rectangle of blue and yellow tiles so that ½ of the rectangle is blue. Draw the
picture below. Is it possible to build a different rectangle out of blue and yellow tiles so
that ½ of the rectangle is blue? If so, draw the picture below.

d) Create and solve your own fraction problem using coloured tiles.
Write the problem below, then show your solution.
Name: _______________

Challenge me! Mr. Graff Fraction Problem

Mr. Graff is ordering a pizza for his Grade 4 class. He asks the
students what they would like on their pizza. The students decide
that half of the pizza will have pepperoni, 1/8 will be pineapple, ¼
will be only cheese, and 1/8 will be only ham.

With this information, draw what the pizza would look like.
All fractions have been reduced to their unit fraction**

Station 3:
Fraction Games – Chromebooks will be needed

Instructions:
1) Go to google classroom and find the section called Math Fraction Games (Station 3)
2) There will be three different links to different fraction games.
3) Take your time playing the different games.
If it is too easy or not challenging, try a different level or a new game.

Keep your chromebook as you move to Station 4. Once finished, place it on Mr. Graff’s
back desk.
Name: _______________

Station 4:
Pattern Blocks Interactive – Chromebooks will be needed

Instructions:
1) Go to google classroom and find the section called “Math Little Rocks”
2) Click on the link labelled Pattern Blocks
3) Create different fractions by selecting different shapes. In pairs or as a group, create a
variety of different fractions for your group to solve.

(Hint: Pull and drop to place shapes. Use the teardrop button on the bottom to change the
colour. When creating fractions, make sure to identify whether it is a whole or a set.)

Draw and label at least 3 different models created:

1)

2)

3)