Richardson 1

Lesson Plan
This lesson provided by:
Author:

Temesha Wilkerson

System:

Lanett City

School:

Lanett City Board of Education

Lesson Plan ID: 32813

Title:

Fraction Action

Overview/Annotation: The students will participate in a hands-onlesson where they will understand and be able to write equivalent
forms of fractions. The students will learn and apply the concept
of using fractions in everyday life.
Content Standard(s): Explain why a fraction a/b is equivalent to a
fraction nxa/nxb 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. [4-NF1]
Add and subtract fractions with unlike denominators (including
mixed numbers) by replacing given fractions with equivalent
fractions in such a way as to produce an equivalent sum or
difference of fractions with like denominators. [5-NF1]
Local/National Standards:
Podcast(s):
Primary Learning Objective(s):

The students will write equivalent forms of fractions.

The students will apply the concepts of dividing a whole object
into parts.
Additional Learning Objective(s):
The students will understand how fractions are a part of
everyday life.
*This lesson requires student aid assistance.

Richardson 2

The students will work in small cooperative groups of 4.

*Approximate Duration of the Lesson:

61 to 90 Minutes

Materials and Equipment:

1. Graph
paper

4. 3 different color
markers/color pencils

2. Ruler or
measuring
tape
3. Pencil

5. Black marker

6. 3 paper plates per

student (all the same
size)

Technology Resources
Needed:

Computer
Internet access
Document Camera
Projector and screen

*This lesson requires student aid assistance.

7. Fraction Fun
by David A.
Adler
8. White board

9. Sticky notes

Background/Preparation:
The students will need to have a basic understanding about
fractions.
Teacher will display key vocabulary for this lesson: vertical,
horizontal, fractions, numerator, denominator, and equivalent.
Briefly, the teacher will discuss the meaning of each vocabulary
word.
Before the lesson, I would separate the necessary materials into
containers for each group to have quick and easy access to the
materials.

Procedures/Activities:
Teacher will begin the lesson by activating the students prior
knowledge about fractions using a KWL chart. The students will
work in cooperative groups to discuss what they know about
fractions. The teacher will call for the spokesperson from each
group to come to the board and tell the class what their group
knows about fractions. The student will then place the sticky
notes on the KWL graphic organizer. The teacher will continue this
process until all groups have shared what they know and what
they want to know about fractions.
The teacher will ask the students for ways fractions are used in
everyday life. Using the document camera, the teacher will record
and discuss the students answers whole group. The teacher will
introduce the book Fraction Fun by David A. Adler. The teacher will
tell the students that the book is a great resource to help them
understand fractions and whole parts of fractions. The teacher will
use the document camera to read Fraction Fun to the class.
After reading the book the teacher will turn students attention to
the section of the book about pizza math. Pose the question: How
many slices are in a whole pizza? (Give time to respond) After the

discussion, the teacher will tell the students they are going to do
some pizza math. The teacher will tell each student what
materials they will need for the activity.
On the first plate, the students will use the ruler to measure the
center of the plate. Then using the ruler, draw a straight line
horizontally across the plate from one edge of the plate to the
other. Instruct the students to use one of the coloring pencils to
shade one part of the plate. Ask the students what fraction of the
plate is shaded? What fraction of the plate is not shaded? After
discussing the questions, instruct the students to use the black
marker to write on each side of the plate.
Using the second plate, the teacher will instruct the students to
use the ruler to measure the center of the plate. Then using the
ruler, draw a straight line horizontally across the plate from one
edge of the plate to the other. The students will draw another line
vertically to divide the plate into four equal parts. Instruct the
students to use one of the coloring pencils to shade one part of
the plate. Ask the students what fraction of the plate is shaded?
What fraction of the plate is not shaded? After discussing the
questions, instruct the students to use the black marker to write
on each part of the plate.
Using the third plate, the teacher will instruct the students to use
the ruler to measure the center of the plate. Then using the ruler,
draw a straight line horizontally across the plate from one edge of
the plate to the other. The students will draw another line
vertically to divide the plate into four equal parts. Next, draw two
more lines through the center of the plate, dividing it into a total
of 8 equal parts. Instruct the students to use one of the coloring
pencils to shade one part of the plate. Ask the students what
fraction of the plate is shaded? What fraction of the plate is not
shaded? After discussing the questions, instruct the students to
use the black marker to write 1/8 on each of the eight part of the
plate.
The students will take a brief quiz using ActiVote clickers to
answer a short five question quiz. See the flipchart attachment.

(You will need to install ActivInspire software in order to view and

use the flipchart.) This assessment will help determine which
students will receive remediation.

Attachments: **Some files will display in a new window. Others

will prompt you to download. Equivalent, Fractions, Quiz.flipchart

Assessment Strategies:

Teacher observations (seat work and computer game)

Math Journal Entry
Completion of the three pizza plates
Brief flipchart quiz

Extension:
1. The students will be instructed to use a house hold item to
create a fraction display similar to the class activity.
2. Students may visit the following website for additional work
with this skill:
http://www.aaamath.com/fra42ax2.htm
http://www.math-play.com/equivalent-fractions-game.html

3. Students will use digital tools to create equivalent fractions.

The students visit
http://illuminations.nctm.org/activitydetail.aspx?id=80 to create
models of equivalent fractions. This could be done has a
center/station activity while the teacher is working with a small
group or this could be done at one time in the computer.

Remediation:

Work with students in a small group to help those that are having
difficulties with equivalent fractions. Also, allow the use of
manipulative (fraction bars and pizza fraction game).
Each area below is a direct link to general teaching
strategies/classroom accommodations for students with identified
learning and/or behavior problems such as: reading or math
performance below grade level; test or classroom
assignments/quizzes at a failing level; failure to complete
assignments independently; difficulty with short-term memory,
abstract concepts, staying on task, or following directions; poor
peer interaction or temper tantrums, and other learning or
behavior problems.