Lesson # 3

Grade Level 4th grade

Instructional Model
Sheltered ESOL Model (Math)

1st Semester/2nd Quarter

Lesson Title: Manipulating Recipes using Fractions

STANDARDS & REQUIREMENTS
MCC4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
CCGPS or GPS
a. Understand addition and subtraction of fractions as joining and separating parts
Standard(s)
referring to the same whole.
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.
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

MCC4.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 . (1/4), recording the conclusion by the equation
5/4 = 5 . (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.

Differentiation

RESOURCES
Academic Language

Language Functions
Language Vocabulary

Materials

The activities and assignments in this lesson will be modified according to the English
Language Proficiency level of the students based on the WIDA standards. Level 1
students will be paired with at least one level 3 student during collaborative learning.
Students will have access to bilingual word-to-word dictionaries, be given a
substantial amount of wait time when required to provide a verbal response, and
instructions will be repeated and explicitly explained in different ways. Also, the
instructor will enunciate words clearly and slowly.
This lesson will focus on familiarizing students with basic mathematical equations with
fractions using the following academic vocabulary words and symbols throughout the
lesson: fraction, whole, part, multiply, divide, double, sum, solve, denominator,
numerator, +, -, x, /, =

Students will be able to demonstrate their understanding of addition, subtraction,

multiplication and division of fractions using equations and visuals.
The following vocabulary will be used during this lesson: total, multiply, double,
divide, whole, part, denominator, numerator, lowest common denominator, improper
fractions, mixed fractions, and equation

Promethean Board, pencils, computer for each student with Internet access and printer,

handouts (resource page)

Technology

Students will need access to a computer with the Internet for this lesson. Students will
navigate specified websites to locate recipes.

LESSON PROCEDURE
Enduring
Understanding
Fractions can be represented visually and in written form.
Essential Question(s)

Lesson Objectives:
Content objective &
Language objective

Lesson Objective:
Students will be able to demonstrate their understanding of addition, subtractions,
multiplication and division of fractions by doubling the serving size and decreasing the
serving size of a recipe. Students will demonstrate their understanding by producing and
solving mathematical equations in written form. Students should be able to determine
which operation is used to solve a problem based on the information they are provided.

How do we add, subtract, multiply and divide fractions?

How do we double the servings for a recipe?
How do we make half of the serving size for a recipe?
How do we apply our understanding of fractions in everyday life?

Content Objectives:
Students will use their understanding of fractions to solve real world problems involving
addition, subtraction, multiplication and/or division of fractions.

Assessment Link

Introduction to Lesson

Specify:

Body of Lesson

Specify:

Language Objectives:
Students will use academic language to describe methods for solving problems with
fractions and to explain their mathematical reasoning.
The planned assessments provide students with an opportunity to demonstrate their
understanding of addition, subtraction, multiplication and division of fractions in
engaging ways that teaches skills that can be applied beyond the classroom. Also, the
activities afford students the opportunity to answer the essential questions by doing,
learn how to locate recipes online and manipulate recipes by applying their knowledge
of fractions.
To introduce the lesson and activate students schema, each student will discuss how to
make their favorite food/snack. The instructor will review and explain the importance of
being able to add, subtract, multiply, and divide fractions in real life. Class will discuss
how to double/reduce the serving size of a recipe.
The introduction should only take 10 minutes.
Teacher Activities
The instructor will facilitate the discussion and ask students questions that reinforce the
importance of being able to add, subtract, multiply, and divide fractions in real life.
Student Activities
Each student will have an opportunity to share their favorite food and contribute to the
discussion about why and how fractions are important in our everyday life.
*Assessment
Students will be formatively assessed on their ability to orally express the main ingredients
in their favorite foods and actively participate in the class discussion. The instructor will
observe students participation.
During the work period, students will use recommended recipe websites to locate a
dessert/snack with at least 5 ingredients. The instructor will advise students to find a
recipe that sounds good, because they may have the opportunity to create the recipe in
class. Once students have located a recipe they will write the recipe down on the sheet

provided by the instructor (see Math Presentation handout). Students will then use the
appropriate mathematical equations to double the recipe and half the recipe. They will
have to show their work.
The Work Period/Body of Lesson should take about 35 minutes.

Closure

Teacher Activities
The instructor will thoroughly explain the assignment, review any vocabulary students are
not familiar with, help students locate appropriate recipes and provide students with
equation models to reference throughout the assignment.
Student Activities
Students will work individually to locate recipes and apply knowledge of fractions (add,
subtract, multiply, divide) to manipulate (double/reduce) their chosen recipe.
*Assessment
Students will be formatively assessed on their ability to correctly apply their knowledge of
fractions to manipulate their chosen recipe through teacher observations and written
responses.
To close the lesson, individual student will hand in his or her completed work as an exit
ticket.
The closure should take 5 minutes to complete
Teacher Activities
The instructor will collect completed work as students exit the class.

Specify:
Student Activities
Students will have to turn in assignment as their exit ticket.
*Assessment
Students will be assessed by written responses.
*ASSESSMENT
Evaluation

At the end of the lesson, students should be able to answer the essential questions,
identify parts of a fraction and apply their knowledge of fractions in order to manipulate
a recipe. Throughout the lesson students will be assessed formatively through
discussions, spoken and written responses and teacher observations.