Mr.

Graff’s
Grade 4 Math
Representing, Comparing and Relating Numerators and
Denominators
Fractions Unit
 Unit Planning Organizer

Subject: Math – Grade Four

Unit/Topic: Representing, Comparing and Relating Numerators and
Denominators (Fractions Unit)
Unit Duration: (approximately 3-4 weeks)

1. Unit Overview

Although students work with fractions in Grade 3, they are still relatively new to symbolic fractional
notation. When students see the two numbers that make up a fraction, they need to realize what
role each number plays with respect to how many equal parts the whole is partitioned into (the
denominator) and how many of those parts are used (the numerator).

It’s important to realize that fractions pose a challenge to students who are used to working with
single whole numbers. When students look at a fraction, they see two numbers; however, the
fraction is actually a single number that represents the relationship between those two numbers.

2. General Learning Outcomes for Unit

Number: Develop Number Sense

3. Focusing Questions for Unit (Related Questions)

● Can students name and record fractions for the parts of a whole or a set?
● How can we compare and order fractions?
● How can we model and explain that for different wholes, two identical fractions may not represent
the same quantity?
● Can students provide examples of where fractions are used?

4. Key Concepts for Unit

Representing Fractions, whole numbers, denominator (the bottom number, how many equal sized parts
divided into) and the numerator (the top number, parts selected)

5. Specific Learning Outcomes for Unit

N8 Demonstrate an understanding of fractions less than or equal to one by using concrete and pictorial
representation 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
● provides examples of where fractions are used
[C, CN, PS, R, V]

Resources:
 - Math up (School based program)
- Mindset Mathematics (Grade 3 and 4 Editions)
- Whole-y Cow! Fractions are fun - Souders and Mei-Wyss (Picture book)
- Sir Cumference and the Fractions Faire
- 3rd Grade Math Centers - Fractions: Identifying/Comparing and Exploring
- https://www.youtube.com/watch?v=biCV6QGirW4 (Fractions in a group/set Vid)

February 2021

Week 1: Student Learning Goal:

I can use a fraction to tell how a whole area is divided into equal parts and how much of the whole area is used.

Monday Tuesday Wednesday Thursday

(60 Mins) (30 Mins) (45 Mins) (45 Mins)

1 Introduction to 2 Partitioning Fractions 3 Consolidation of 4 Introduction to the

Fractions fractions number line

Q: What do you think a fraction
is? (Fraction talks)
Minds on (15 Mins)
● What is ¼ , ½, or ⅔
● Terms: Denominator and
Numerator
Fraction Talks (10 mins)
● Among us fractions
Action (20 Mins)
● Partitioning of an area
(Different Shapes)
Fraction Talks (10 mins)
● “What fraction of the
rectangle is orange?”
Consolidate (20-30 mins)
● Tied to Action Task (Q’s)
Overview of the use of a
number line for fractions
● Board work w/examples
● Show how they can repeat
(½, 11/2, etc.) and also
improper fractions of 5/4 or
3/2

Creation of Fraction Flipbook DIF:

● Discuss different parts of ● Rhombus shape, and thick

the flip (Could tie to Book) plus shape

Read the Cow book (Connect

to Flipbook)

Week 2: Student Learning Goal:

 I can explain how a fraction tells how a group of items is divided into equal parts and how many of those parts are used.
8 Relating Fractions Area
to Set
Numerator and Denominator
Check-in (Formative check)
Go over Week 2 Learning goal
Fraction Talks (10 Mins)
● Rectangle with orange, blue,
red colours
Minds on (10 mins)
● Two coloured squares
activity
○ Together rectangle
(Area) vs. apart (set)
○ Whiteboards to track
Start of 4 Stations Activity
- 20 Mins for each
station (1 Swap)
15 No School
I know that the same fraction can be modelled in different ways and that different models tell different things about the
9 Relating Fractions Area to
Set
Continuation of 4 Stations
Activity
- 20 mins for each
station (1 swap)
16 No School
Week 3: Student Learning Goal:
fraction.
10 Relationship between 11 Describing the
Numerator/Denominator partitioning of a Set Using a
Fraction
Fraction Talks (10 mins)
Math Assessment
● Squares/Triangles
Students will mark their
Read: Sir Cumference and the
own assessment to see
Fraction Faire (10-15 mins)
where they went wrong
● Let’s Play Dominoes (20-30
mins) This could be used to bring
● Draw two domino cards up questions that students
● compare the two domino found difficult
fractions by showing your
work and writing your
answer on your recording
sheet This will be handed in at the
end (Ideally handed back
Students will work in groups Friday)
of two, each group will receive
a pre-made pack of domino
cards
SNOW DAY PUSH TO NEXT
DAY***
17 No School 18 No School (PD Day)
22 Describing the
partitioning of a Set Using a
Fraction
Math Assessment
Students will mark their
own assessment to see
where they went wrong
This could be used to bring
up questions that students
found difficult
This will be handed in at the
end (Ideally handed back
Friday)
23 Introduction to different
representations of fractions
Opener: Fraction Talks #7
Minds on Activity
Students will imagine
different ways to think of the Students will participate in
number 20. Each way should
show something different
about 20 (Ex: 10+10=20,
Blocks, 20/1 of oranges)
→ Reintroduce Numberline
Action Task
Students will be arranged
into small groups or pairs.
By using different fraction
materials, they will be able
to represent fractions in
numerous ways. (Have
students think of different
fraction with the materials
but also in the real world)
24 Representing Fractions 25 Representing Fractions
(Numberline and modelling) (Various forms)
Opener: Fraction Talks #8 Opener: Fraction Talks #9
Fraction Number Line Piece the Fraction Puzzle
Activity (Tic-tac-toe) Activity
Students will work as pairs
groups of 2 or 4 as they use the puzzle
Students will begin to make pieces to construct the
connections with the correct representations of
numberline and modelling of the fractions.
fractions
Includes fractions of:
- Students will be - three fourths
required to make a - one half
representation - five eighths
(model) of the - two thirds
fraction as well - one fourth
(Whiteboards) - four sixths

- Tweak Action
sheet, represent 2
fractions

March2021

Week 4: Student Learning Goal:

 I can compare two fractions and put three or more fractions in order, even if the denominators are different.
I can estimate how big a fraction is by comparing its numerator and denominator.

1 Strategies for Comparing 2 Using strategies to 3 Comparing Fractions CON 4 PD DAY

Compare Fractions
Minds on Activity: Overview of Estimating
Show students the Overview of strategies: Fractions (Comparing)
difference between fractions 1) Using common Connections to division
denominators (Ex: 2/10 < - I have 12 cookies, what is
1) Using common
4/10) 1/3rd of the cookies?
denominators (Ex:
2) Using Common I could make 3 groups of 4
2/10 < 4/10)
numerators (Ex: the one cookies
- Multiply to
with the greater - If i wanted to find ¾, i could
match
denominator is less, EX: ⅗ < make 4 groups of 3, which
2) Using Common
¾) would be 9 cookies
numerators (Ex: the
3) Using benchmark Could use fraction circle
one with the greater
numbers (0, ½ , 1) to maps to help show example
denominator is less,
compare (Ex: 6/8 is closer to
EX: ⅗ < ¾) Activity Options:
1 then 3/10)
3) Using benchmark
Activity 1: Among Us
numbers (0, ½ , 1) to
Correctly Compared comparing fractions (simpler
compare (Ex: 6/8 is
Fractions Sort Activity: one could be reworked)
closer to 1 then
Students will work to figure
3/10) Activity 2: Fraction centers,
out which of the fractions
are compared correctly and spinning to compare
Action Task: (Use fraction
those that are not fractions
flipbook)
- Example of 5 students are - If students want a

working on the same task. challenge they can work

Each student is making a with Mr.Graff with their

poster about fractions. Each whitebooks and compare

fraction shows how much of fractions (Students can

the task the students have share what strategy they

completed. (2/10, ⅓, ⅔, ⅚, used)

9/10)

- Ask: What number

would i start with?
- Students could be
shown how ⅔ has an
equivalent fraction
of 4/6 which is less
than ⅚
- Each strategy has it
benefits but some
are better at
different times
- Why was it
important that they
were all doing the
same exact task?
- Half of the
task could
look very
different

Strategies for comparing

Fractions: Work through
questions together with
whitebooks

Week 5: Student Learning Goal:

I can compare two fractions and put three or more fractions in order, even if the denominators are different.
I can estimate how big a fraction is by comparing its numerator and denominator.
8 Strategies for Comparing
Wrap-up
Overview of strategies:
1) Using common
denominators (Ex: 2/10 <
4/10)
2) Using Common
numerators (Ex: the one
with the greater
denominator is less, EX: ⅗ <
¾)
3) Using benchmark
numbers (0, ½ , 1) to
compare (Ex: 6/8 is closer to two number cubes, students
1 then 3/10)
Activity:
Among us Inspired:
Comparing Fractions
- Students will complete the
comparing fractions activity
independently
9 Ordering Fractions
Opening Activity:
- Students will use their
whiteboards to work on the
various questions (Act as an
overview based on
comparing and shifting to
ordering)
Activity 2: Rolling Fractions
- Students will play with a
partner or in a small group
- As they take turns rolling
will compare the created
fractions (benchmarks)
Scoring:
- 4 points if your fraction is
equal to ½ . 3 points if your
fraction is between 0 and ½ . compete to collect the most
2 points if your fraction is cards (Students will order
between ½ and 1. 1 point if
your fraction is equal to 1.
- The first player to score 21
points wins
10 Ordering Fractions 11 Relating
Numerator/Denominator
Opening Activity:
Sports Day (Summative)
- Students will each receive a
number (½, ¼, ⅔, etc.) and
Sports Day is coming up and
be tasked with ordering
Mr. Patton must divide each
themselves from least to
grade into groups for the
greatest or greatest to least
different activities.
- Students will continue to
1. For each grade you can
practice with 3 people being
decide how many kids are in
formed into groups, this can
that grade. (Just make sure
be scaled to allow for 4
there are more than 10 kids
people and continued
in each grade.)
Activity 2: Fraction Ordering
2. Then help Mr. Patton
War
divide the grade into groups
- Students will be organized depending on the criteria.
into 3 groups, once in their
3. You can use fraction
groups they will continue to
material or manipulatives
practice ordering as they
(eg. coloured tiles) to help.
4. Grade K and 1 = Just
the cards from least to Starting. Grade 2 and 3 =
greatest BUT the winner of I’ve Got It, Grade 4 and 5 =
the war will change as it may Challenge Me
be the closest to 0, ½ or 1
whole.