Lesson

Plan Format-Math Day 1

Name: Brianna Balster
Date: 2/26/20
Discipline: Math
Grade Level: 4th
TOPIC: Number and Operations - Fractions
LESSON FOCUS:
Equivalent Fractions – Greatest Common Multiple (GCM)
LESSON MODIFIED FROM:
Rose Monroe-Better Lesson
https://betterlesson.com/lesson/553633/equivalent-fractions

STANDARD(S):
4.NF.1
Using visual fraction models, explain why a fraction a/b is
equivalent to a fraction (𝑛𝑛 𝑋𝑋 𝑎𝑎). Use this principle to recognize
and generate equivalent fractions.
Attention should focus on how the number and size of the parts
differ even though the two fractions themselves are the same size.

OBJECTIVE(S):
1. Students will demonstrate different fractions as equivalent.
ASSESSMENT:
Fraction Bars activity sheet to demonstrate equivalent fractions (1)
MATERIALS:
Fraction Strips Sheets
Fraction Bars Activity Sheet
Pencil
https://youtu.be/tLQIVNdzcmw
https://youtu.be/aaGsc89Oho0
https://lessonplansonline.weebly.com/math.html
Computer

PROCEDURE:
The entire is online at https://lessonplansonline.weebly.com/math.html
Today’s Focus will be on students exploring fractions and using manipulatives to
compare and contrast fractions with different denominators.
Motivation:
Demonstrate fractions using a sheet of paper. How ½ is equivalent to 2#4 by folding
the paper in half hamburger style and coloring half of the paper. Turn the paper
over fold in half again but hotdog style and coloring in 2 of the now 4 pieces. With
both sides having parts colored you can see that even though the fractions are
different they are equal parts or equivalent.
-or-
Watch Equivalent Fractions Paper Project https://youtu.be/tLQIVNdzcmw

Show students the proficiency scale and that today they will be working on
numerator, denominator, equivalent, modeling equivalent fractions and generating
equivalent fractions.

4 I can also:
Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases
of unlike denominators, by using visual fraction models and equations to represent the problem (5.NF.2)

3 I can:
Standard: •show fractions are equivalent using models.
4.NF.1 •recognize and create equivalent fractions.
(Removed 9-19-
17)

2 Vocabulary: Skills:
•numerator • model equivalent fractions
•denominator • plot fractions on a number line
•equivalent • determine whether two fractions are equivalent
•simplest form • generate equivalent for a given fraction.
•greatest common factor • calculate greatest common factors between for a fraction
•factor pairs • determine greatest common factor to find simplest form
•number line • determine if fraction is already in simplest form
•factors.

1 With help

Go over vocabulary terms:
Numerator- the top number in a fraction, for example, 2 in 2/3
Denominator- as the bottom number in a fraction, for example 3 in 2/3
Equivalent-Fractions which have the same value, even though they may look
different, another name for equivalent is equal

Introduce students to fraction strips (bars). Explain that all the rows of
fractions are of equivalent length and they are all measured by the top bar that says
1. Before handing out the paper instruct students to first only cut out the row of
fractions do not cut apart the individual fraction pieces yet.

After students have cut apart the bars, ask them to remove the fraction strips
1/7, 1/9 & 1/11. We are removing these fraction strips because they aren’t apart of
our standard and because 1/7 and 1/11 don’t have any equivalent fractions in the
fraction strips beside 1 whole. Example 1 whole is equal to 7/7. Now ask students to
cut apart individual fraction pieces.

I do: The first problem of the activity sheet 1/4. Demonstrate each piece of the
fraction bars asking if it’s equivalent to ¼ starting with ½ line them up
together. Ask, is ¼ equivalent to ½? No it’s not. Move on to 1/3. Ask, is 1/3
equal to 1/4? No it’s not. Move onto 1/5. Ask is 1/5 equal to one 1/4? No, what
about 2/5 because if we add another 1/5 to the previous 1/5 we have 2/5. Is
2/5 equal to 1/4? No it’s not. Then continue through all the fraction strips until
you get to 1/12. Ask students if they are starting to notice any patterns in the
equivalent fractions. The equivalent fractions are 2/8 and 3/12. The teacher
will stop when getting to these fractions to point out these are equivalent
fractions to write down the answers on the fraction bars activity sheet.
-or watch this video-
https://youtu.be/aaGsc89Oho0


We do: Start the next problem as a class 3/12 ask students to try the smallest
denominators first. Go through the fraction strips together. Asking students
how they got an equivalent fraction.

You do: Have students finish the fraction bars activity sheet.

MODIFICATION/DIFFERENTIATION:
- Students may color fraction bars before cutting them apart to better tell the
fraction bars apart.
- If resources are available students can use plastic fraction bars instead of
paper.
- Pre-cut fraction bars apart for the student.


 Lesson Plan Format-Math Day 2

Name: Brianna Balster
Date: 2/26/20
Discipline: Math
Grade Level: 4th
TOPIC: Number and Operations - Fractions
LESSON FOCUS:
Equivalent Fractions – Greatest Common Multiple (GCM)
STANDARD(S):
4.NF.1
Using visual fraction models, explain why a fraction a/b is
equivalent to a fraction (𝑛𝑛 𝑋𝑋 𝑎𝑎). Use this principle to recognize
and generate equivalent fractions.
Attention should focus on how the number and size of the parts
differ even though the two fractions themselves are the same size.

OBJECTIVE(S):
2. Students will identify equivalent fractions.

ASSESSMENT:
Formative assessment is the simplest form activity sheet. (2)

MATERIALS:
https://youtu.be/y4MG3m5uJQg?t=36
https://youtu.be/3jk9TNrsV0U
https://lessonplansonline.weebly.com/math.html
Pencil
Paper
Simplest Form activity sheet

PROCEDURE:
Today’s focus will be on Greatest Common Factors (GCF).
Motivation: Watch YouTube video https://youtu.be/y4MG3m5uJQg?t=36 for a
tutorial on GCF’s.
Show students the proficiency scale and that they will be working on great
common factor, simplest form, factors, calculating the greatest common factors
between the numerator and denominator of a fraction.
4 I can also:
Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of
unlike denominators, by using visual fraction models and equations to represent the problem (5.NF.2)

3 I can:
Standard: •show fractions are equivalent using models.
4.NF.1 •recognize and create equivalent fractions.
(Removed 9-19-
17)

2 Vocabulary: Skills:
•numerator • model equivalent fractions
•denominator • plot fractions on a number line
•equivalent • determine whether two fractions are equivalent
•simplest form • generate equivalent for a given fraction.
•greatest common factor • calculate greatest common factors between for a fraction
•factor pairs • determine greatest common factor to find simplest form
•number line • determine if fraction is already in simplest form
•factors.

1 With help

I Do: Tell students we are working on finding the simplest form of a fraction by
finding the greatest common factor. Do a practice fraction 6/24. First find the
factors of 6 and 24. Factors of 6 are 1, 2, 3 and 6. Factors of 24 are 1, 2, 3, 4, 6,
8, 12 and 24. The greatest common factor of 6 and 24 is 6. Then divide 6/24 by
6. The answer is ¼. Another practice problem is 15/36. The factors of 15 are 1,
3, 5 and 15. The factors of 36 are 1, 2, 3, 4, 6, 9, 12, 13, 36. The greatest
common factor of 15 and 36 is 3. Divide 15/36 by 3 the answer is 5/12.
-or watch this video https://youtu.be/3jk9TNrsV0U
We Do: Do the first problem of the Simplest form activity sheet together as a class.
Ask students to try factoring the numbers themselves, then ask what number
is the GCF for 10 and 30. Go through the steps with them write the factors of
10 and 30 on the sheet. Circle the 10’s, then divide 10/30 by 10.
You Do: Have the students finish the Simplest form activity sheet by themselves.

MODIFICATION/DIFFERENTIATION:
- Students may use the other method of finding greatest common factor which is
listing factors instead of prime factorization.
 Lesson Plan Format-Math Day 3

Name: Brianna Balster
Date: 2/26/20
Discipline: Math
Grade Level: 4th
TOPIC: Number and Operations - Fractions
LESSON FOCUS:
Equivalent Fractions – Greatest Common Multiple (GCM)
STANDARD(S):
4.NF.1
Using visual fraction models, explain why a fraction a/b is
equivalent to a fraction (𝑛𝑛 𝑋𝑋 𝑎𝑎). Use this principle to recognize
and generate equivalent fractions.
Attention should focus on how the number and size of the parts
differ even though the two fractions themselves are the same size.

OBJECTIVE(S):
1. Students will demonstrate different fractions as equivalent.
2. Students will identify equivalent fractions.

ASSESSMENT:
Formative assessment will equivalent fractions activity sheet. (1 & 2)
MATERIALS:
Pencil
Equivalent Fractions Activity Sheet
https://lessonplansonline.weebly.com/math.html
https://youtu.be/rJ5moTHZvYY


PROCEDURE:
Today’s focus will be on putting it all together, what the students learned on day
1 and day 2. Finding equivalent fractions and simplest form.
Show students proficiency scale they are putting everything together.
Vocabulary: numerator, denominator, equivalent, simplest form, greatest common
factor, factors. Skills: determine if fractions are equivalent, calculate GCF between for
a fraction, determine GCF to find simplest form.
4 I can also:
Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of
unlike denominators, by using visual fraction models and equations to represent the problem (5.NF.2)

3 I can:
Standard: •show fractions are equivalent using models.
4.NF.1 •recognize and create equivalent fractions.
(Removed 9-19-
17)

2 Vocabulary: Skills:
•numerator • model equivalent fractions
•denominator • plot fractions on a number line
•equivalent • determine whether two fractions are equivalent
•simplest form • generate equivalent for a given fraction.
•greatest common factor • calculate greatest common factors between for a fraction
•factor pairs • determine greatest common factor to find simplest form
•number line • determine if fraction is already in simplest form
•factors.

1 With help

I Do: Do a practice problem. 9/24 first find the factors for 9 and 24. The factors for 9
are 1, 3, 9. Go over again how to find factors, always start with one, one times
what get 9? One times nine is nine. What other factors can you use to get nine.
Two doesn’t go into nine, does three? Three goes into nine three times. The
factors are 1, 2, 3, 4, 6, 8, 12, 24. Again go over how to get the factors of twenty-
four. One times what is twenty-four? One times twenty-four is twenty-four. Two
times twelve is twenty-four. Three times eight is twenty-four. Four times six is
twenty-four. The only factor left is five and five can’t go into twenty-four. Circle
 the GCF of three. Next we need to find the simplest form of 9/24 our GCF was
three so we will take 9/24 divided by three. Nine divided by three is three.
Twenty-four divided by three is eight. The simplest form of 9/24 is 3/8. Next
let’s find the equivalent fractions. What about 6/16, can three go into six it can
two times, let’s remember when taking a number times a fraction everything
done to the numerator has to be done to the denominator, and everything done
to the denominator has to be done to the numerator. That means we need to
take eight times two, eight times two is sixteen. That matches the fraction on
our sheet. 3/7 is equivalent to 6/16, circle the fraction. Now let’s look at 3/6,
can three go into three, yes one time, let’s take eight times one, eight times one
is one. 3/8 isn’t equivalent to 3/6. Cross out the fraction. Finally let’s look at
15/40. Can three go into fifteen it can five times. Let’s take eight times five, eight
times five is forty and that matches our fraction. 3/8 is equivalent to 15/40,
circle the fraction.
We Do: Do the first problem of the activity sheet. Have the students try it first, then
walk them through the steps to solve the problem. 12/28 first factor 12 and 28.
Factors of 12 are 1, 2, 3, 4, 6, 12. Factors of 28 are 1, 2, 4, 7, 14, 28. The GCF
between of 12 and 28 are 4 (circle the GCF). Next is to put the fraction in
simplest form to do that we take 12/28 and divide it by the GCF which is four,
divide 12/28 by four. Next find the equivalent fraction to 3/7, three goes into
six, two times and seven goes into fourteen two times which means 3/7 is
equivalent to 6/14. Circle the fraction. Next let’s look at 4/6, can three go into
four? No, it can’t 4/6 isn’t equivalent to 3/7, cross out the fraction. Let’s look at
18/20 can three go into eighteen, yes it can six times. Remember anything done
to the numerator has to be done to the denominator, meaning if we times three
by six we have to times seven by six, seven times six is forty two. The
denominator is 20, this means 18/20 is not an equivalent fraction, cross out the
fraction.
-Or watch this video https://youtu.be/rJ5moTHZvYY
You Do: Have the students finish the activity page.

MODIFICATION/DIFFERENTIATION:
- Students may have a blank sheet of paper for students to write out their work
- Students may use the other method of finding greatest common factor which is
listing factors instead of prime factorization.
- Students may have a blank sheet to do listing factors with guides (blank
version of simplest form activity sheet)

Proficiency Scale

4 I can also:
Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, by using visual fraction
models and equations to represent the problem (5.NF.2)

3 I can:
Standard: •show fractions are equivalent using models.
4.NF.1 •recognize and create equivalent fractions.
(Removed
9-19-17)

2 Vocabulary: Skills:
•numerator • model equivalent fractions
•denominator • plot fractions on a number line
•equivalent • determine whether two fractions are
•simplest form equivalent
•greatest common factor • generate equivalent for a given fraction.
•factor pairs • calculate greatest common factors
•number line between for a fraction
•factors. • determine greatest common factor to
find simplest form
• determine if fraction is already in
simplest form

1 With help
 Questions for Reflection
Of the Teacher
I think I did a good job on my math mini lessons. I definitely got more confident in what I was
doing as I taught each lesson.