Teacher Candidate: __Angeline Xu____________________

Date: _1/28/16__________

THE UCI LESSON PLANNER

Part 1: Classroom Information
Grade: __4___

Content Area: _______Math______________________________________

School:
Davis
Mentor Teacher: ______Liz Ramos__________________
Group Size: __30____ Lesson Length: __60_____ minutes
Student Context: ELLs: 1 Early Advanced, 2 Advanced
Students with Special Needs
(IEP and/or 504)
Students with Specific
Language Needs (ELL)
Students with Other Learning
Needs (Behavior, Struggling
Reader, Struggling Math)

Identified Needs
1 IEP for speech
3 English Language Learners
Several struggling math students

Accommodations
Goes to speech teacher twice a
week
Visuals, work with partner for
support
Work with partner for support,
monitor and assist them when
needed, ask guiding questions

Part 1: Planning for the Lesson

A: Standards
i.

Key Content Standard:

CCSS.MATH.CONTENT.4.NF.B.3.B
Decompose a fraction into a sum of fractions with the same denominator in more than one way,
recording each decomposition by an equation. Justify decompositions, e.g., by using a visual
fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8
+ 8/8 + 1/8.

ii.

Math Practice Standard or ELA Capacity: CCSS-M Standards for Mathematical

Practice, or NGSS Science and Engineering Practices, CCSS-ELA Capacity of
Literate Individuals

iii.

Related ELD Standard (must be included when using an ELA Standard):

B. Objectives
i.

Learning Objective/Goal: The students will (DO __) to (LEARN ___).

The students will decompose fractions by breaking up the fraction into a sum of fractions using
visual models.

ii.

Language Objective (transfer this from "Incorporating Academic Language"):

The student will describe how they decomposed their fractions into smaller parts using the
sentence frame: I decomposed ____ into ____ and _____.

C. Assessments:
i.

Informal assessment strategies you will use during class (What evidence will you see and/or
hear and how will you note it?)
Asking students questions and calling on a variety of different students to respond
Students discuss with thinking partners
Students share strategies and solutions with whole class and explain thinking
ii.
Written assessment you will use to determine, for each individual student, to what extent
they have met your learning objectives. (What evidence will you collect?)
Students will create their own fraction and figure out different ways to decompose the fraction
into smaller parts. This will show me if they understand the concept of decomposition and if
they can see the fractions as different sized parts
D. Lesson Resources/Materials (e.g., handouts, manipulatives, text pages, special supplies):
Powerpoint
White boards
Swun textbook

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Optional: Starter and/or Homework Discussion (___ min.)
Introduction (__5_ min.): Describe how you will 1) make connections to prior knowledge, tap into
their experiences and interests or use a hook, AND 2) let students know what the objective of the
lesson is.
Show powerpoint: Slide #2
Ask students what are some ways that we can make 9?
o Call on some students and write their responses on white board as equations
Ex: 3+3+3= 9 one way 9 can be decomposed is into 3 parts: into 3, 3, and 3
4+5= 9 Another way you can decompose 9 is into 2 parts: 4 and 5
o Introduce decompose- break apart a number into smaller parts
o Remind that we are focusing on add-ins: number combinations that make a sum of 9
Not factors of 9 (ex: 9x1)
Were only doing sums
SLIDE 3: Tell that we will be using out knowledge of decomposing a whole number into
smaller parts to help up learn a similar skill with fractions
o Explain that today we will learn how to decompose a fraction by breaking up the
fraction into a sum of fractions
o Tell that that we are going to learn 2 strategies to decompose / break apart fractions
Body of the Lesson (__55____ minutes): Describe step-by-step what the teacher and the students will
be doing during the lesson.
Launch (~3 minutes)
SLIDE 4: Introduce fraction vocabulary with powerpoint (Only show Fraction Vocab heading
first)
o Tell them that we are continuing to build on the fraction concepts and skills we learned
from the last unit
o Review what a numerator and denominator are

Call on a few students to explain and then show on powerpoint

Numerator: the number of equal parts being considered
Amount youre dealing with/using/focusing on
Denominator: the total number of equal parts in the whole
In this fraction of 1/4, 1 is the numerator (there is one part) and 4 is the
denominator (there are 4 total parts)
Remind them that the larger the denominator, the smaller the parts
o Tell them that to decomposing a fraction, just like decomposing a whole number is to
break it apart into smaller parts
Break a fraction into smaller parts
Tell them that two ways to decompose 5/6 into smaller parts is 2/6 + 3/6 and 1/6
+ 1/6 + 2/6 + 1/6
o Tell them that we are going to learn two strategies to decompose fractions and both
strategies use visual models: drawings that represent math problems
Tell them that we are going to use two visual models: area model and number
line

Explore (~52 minutes)

( ~ 5 minutes) SLIDE 5: Problem #1: Show fraction 8/8 on powerpoint
o Tell them that we are going to start with the area model to decompose fractions
o We going to decompose the fraction in two ways using the area model
o Ask students what do you notice about 8/8 or what does this fraction tell us?
Answers: the numerator is 8 and the denominator is 8
There are 8 pieces shaded in out of 8 total pieces which is equal to one whole
o SLIDE 6: Explain the first step is to draw out the are model for the fraction, making
sure to split the fraction into the correct number of pieces
Remind them to try to draw out the pieces equally/ same sized
Explain that we have 8/8: one whole divided into 8 pieces
o SLIDE 7: The second step is to label each part of the model with the fraction of each
piece and show one way that the fraction can be decomposed
Each separate piece of this fraction is 1/8: 1 piece out of the total of 8 pieces
All the eighths (1/8) together make up the whole fraction
8/8s is made up of eight 1/8s
o SLIDE 8: Record this as the sum of the individual fractions
Each piece is 1/8 out of the whole so all of the pieces added together make up
the whole: 8/8s
o SLIDE 9: Explain that we found one way to decompose the fraction into smaller parts,
but now we need to find another/different way to decompose the fraction 8/8s
We can find a different way to decompose the fraction by combining some of the
pieces together
Here I grouped two 1/8 pieces together; I put a line after every two pieces
Then I added the two pieces together to get 2/8 to get 4 2/8s and then you just
add up the numerators (the number of parts) to get the total/whole of 8/8s
Explain that this shows that we can also decompose this as four 2/8s
Multiple ways of decomposing a fraction

(7 minutes) Problem #2: Model on chart paper and use different colors for each part: 8/9
o Explain that now were going to practice decomposing fractions using the number line
o 8/9: how many total pieces are there? How many pieces are we considering/ shaded in?
Draw out the number line
Are 3/9 + 5/9 and 6/9 + 2/9 correct ways to decompose 8/9?
Explain that in this question, instead of asking us to decompose the fractions,
they have already come up with possible ways to decompose the fraction and we
need to figure out if these are correct ways to decompose the fraction of 8/9
o The first step is to separate out the parts of the problem and look at that the first fraction
sentence: 3/9 + 5/9 (Use different colors to label parts)
Draw a number line separate the number line into 9 total pieces because we
know that we need 9 parts total
Then label the number line with correct fraction
o Explain that we are going to first show 3/9 on the number line by drawing a line from 0
to the 3/9 on the number line
Then start at the 3/9 and you need to move 5/9 to the right
draw a curved line from the 3/9 and go to the right 5 more places to get
to 8/9
this shows us that 3/9 + 5/9 is a correct way to decompose 8/9
o Explain that we are going to now repeat the steps with the second fraction sentence: 6/9
+ 2/9
Draw out your number line with 9 pieces and label with the correct fractions
Start at 0 and go up to 6/9 and you need to move to the right 2/9 more
then draw a curved line over two spaces and then we reach 8/9
6/9 + 2/9 is another correct way to decompose 8/9
o Explain that we have figure out that both 3/9 + 5/9 and 6/9 + 2/9 are ways to decompose
8/9
Notice that we were looking for smaller parts of the fraction 8/9 so we these
fractions are ways to decompose 8 out of 9 pieces
We are considering this fraction 8/9 and not the total/ whole: 9/9
o Multiple different ways to decompose a number!
Have students pull out white boards and markers to do a problem together as a whole class
(~7 minutes) Problem #3: (Show under document camera) Decompose 5/6 in 2 different ways
o Ask students what the first step is?
Draw out the area model for the fraction and split the fraction into equal pieces
Label the each individual part of the fraction
Ask students what each individual piece of the fraction would be: 1/6
o How many of each piece make up 5/6?
Five 1/6 pieces make up 5/6
o Ask students how to write a number sentence to show that 5 1/6 pieces make up 5/6
Record sum of the individual fractions: 1/6 + 1/6 + 1/6 + 1/6 + 1/6 +1/6 + 5/6
o Ask students to work with their thinking partners to come up with another way to
decompose the fraction 5/6 while still using the area model
Examples: 1/6+1/6+1/6+2/6=5/6, 1/6+2/6+ 2/6=5/6, 4/6+1/6= 5/6

Monitor students as they work and pick 2-3 students to share in order of
increasing complexity
(~ 7 minutes) Problem #4: Are 2/7+ 3/7 and 4/7+1/7 correct ways to decompose 6/7? Show
using number lines
o Ask students for the first step (Remind them that this problem has two fraction number
sentences and we need to isolate/separate each number sentence and look at them
individually)
Look at the first fraction sentence: 2/7+ 3/7
Draw a number line and separate the number line into 7 total pieces because we
know that we need 7 parts total
Then label the number line with correct fraction
o Ask for next step:
Explain that we are going to show 2/7 by drawing a line from 0 to 2/7
Then we need to move right 3/7 so we are going to start at the 2/7 and move
over 3 spaces (show how to move from one fraction to the next while counting
out loud (move one space to 3/7, two spaces to 4/7, and 3 spaces to 5/7)
Ask were we able to get to 6/7? Is 2/7+ 3/7 a correct way to decompose 6/7?
o Look at the next number sentence: 4/7+1/7
Ask for first step
Draw out the number line and separate into 7 total pieces
Then label the number line with the correct fractions
o Ask for next step:
Ask how we would show this on a number line?
Start at 0 and draw a line from 0 to 4/7
Then we need to move 1/7 more so we need to move to the right 1 space
If we move 1/7 we end up at 5/7
Is 4/7+1/7 a correct way to decompose 6/7?
o 2/7+ 3/7 and 4/7+1/7 are not correct ways to decompose 6/7 because they only add up
to 5/7, not 6/7
you need one more piece (1/7) in order to make 6/7
(10 minutes) Give the student pairs the first math task problem (swun book Math task
homework #3): Decompose fraction 9/10 in two different ways. Support your answer with a
drawing
o Write on white boards
o Remind them to use the area models that we used in our previous problems to help them
solve and show their work
o Observe and monitor student pairs
o Look for 2 student pairs to share solutions with class and have them share in order of
increasing complexity
Ex: 1st- student who shows 8/10 + 1/10 and 7/10 + 2/10
2nd- student who shows 5/10 + 4/10 and 3/10 + 3/10 + 3/10
3rd: student who shows 2/10 + 4/10+ 3/10 and 1/10 + 1/10+ 3/10 + 2/10 + 2/10
If time, give students another math task problem to work on with thinking partners: Decompose
11/12

o Monitor and observe students

o Look for 2 student pairs to share their solutions with the class
(10 minutes) (On blank sheet of paper) Have students create their own fraction (numerator must
be greater than 1) and decompose the fraction in as many different ways as they can think of .
Tell them they must support their answers with a visual model- can be either the area model or
the number line.
o Observe and monitor students
o Look for 2-3 student pairs to share their solutions with class
o If time, have them create another fraction and decompose in as many different ways as
you can.

Homework (if you are assigning homework, what will it be?):

Closure (__2____minutes): Describe how you will prompt the students to summarize the lesson and
restate the learning objective.

Explain that today we learned how to decompose fractions by decomposing fractions into smaller pieces
using visual models
Tell them that we will be continuing to build on our knowledge of fractions
o Todays skill will be very helpful and help us when we start to learn about adding fractions
together

Part 3: Incorporating Academic Language

1. Describe the rich learning task(s) related to the content learning objective.
Students will solve problems decomposing fractions into smaller parts using area models and
number lines. They will also create there own fractions and figure out different ways to decompose
the fraction.
2. Language Function: How will students be communicating in relation to the content in the learning
task(s)? Identify the specific function (purpose or genre) you want to systematically address in
your lesson plan that will scaffold students to stronger disciplinary discourse. The language
function will always be a verb. Some examples are: describe, identify, explain, justify, analyze,
construct, compare, or argue.
Student will describe how they decomposed their fractions into smaller parts.
3. Language Demands: Looking at the specific function (purpose or genre) your students will be
using, what are the language demands that you will systematically address in this lesson?
Vocabulary:
Key to this lesson: numerator, denominator, decompose, fraction, area model, number line
Syntax1: I decomposed _____ into ____ + _____
___ + _____ is a correct way to decompose ____
Discourse2:
Students will discuss with their thinking partners ways to decompose fractions using area
models and number lines. They will also share their solutions with the whole class.

1Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.
2 Discourse includes the structures of written and oral language, as well as how member of the
discipline talk, write, and participate in knowledge construction.

4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition words
such as similarly, different from or by contrast. Note: be sure to copy and paste this into the top of
the lesson planner.
The student will describe how they decomposed their fractions into smaller parts using the sentence
frame: I decomposed ____ into ____ and _____.
5. What does your language objective sound like/look like for different levels of language learners?
Ask yourself, What would the students say/write when using the language function. Remember
to consider the language demands while creating sample language that the students might use.
Starthere!

Emerging

Expanding

Bridging

Students will describe their solutions

for decomposing fractions using
sentence frames and vocabulary
from the lesson with substantial
support.

Students will describe their

solutions for decomposing
fractions using sentence
frames and some vocabulary
from the lesson with some
support.

Students will describe their

solutions for decomposing
fractions using sentence
frames of : I decomposed
____ into ____ and ____, and
____+____ is a correct way to
decompose ____ and using
key vocabulary from the
lesson.

6. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent practice?
Instruction
I will explain the
vocabulary that is
important to this lesson.
I will explain the steps to
using the area model and
the number line to
decompose fractions.

Guided Practice
I will ask students to
identify the steps of the
strategies when doing a
problem with them.

Independent Practice
Students will have a chance to
work with their thinking
partners to practice
decomposing fractions using
area model and the number
line. Students will also share
their solutions with the whole
class.