Lesson Plan in Math 4TH Grade

Unit Topic: Fractions and Mixed Fractions

Duration: 1 Day

Common Core Objective: MA.4. CCSS. Math.Content.4.NF. B.3a - Understand

addition of fractions as joining together referring to the same whole.

Lesson Objective/: Add unlike fractions by finding equivalent fractions.

Essential questions: How do you put together unlike fractions?

Vocabulary: fraction, numerator, denominator, unit fraction, equivalent fraction,

unlike fraction. Use active Board to match the meaning of each words.

Accommodations: Students will have multiple ways to show their understanding:

hands-on, verbal, manipulatives, and sentence frame (peer tutoring, extended time,
repeated directions, shortened assignment, other)

Assessments (formative/summative): Student Book A pp.132-133/Exit Ticket

Materials and Resources: student book4a pp.224-226, workbook 4a pp 137-138,

extra practice 4a pp. 95-96, reteach 4a, pp.139-146, personal white board and dry
erase marker

Procedure:

(Engage) Anticipatory Set (Opening, Hook, and Introduction)

Fluency/ Sprint:

A. Students will work in groups of different sizes to explore fractions with sets of
fraction tiles.
B. T: Make different fractions out of a whole. (9/9= 7/9, 2/9, or
1/9,1/9,1/9,1/9,1/9,1/9,1/9,1/9,1/9, or 5/9,4/9). Continue the process with 5
more examples.
C. S: Students will decompose fraction tiles to show it is equal to a whole.
D. T: Use Tenmarks .com (math website) to make different fractions out of a
whole.
 (Explore) Guided Practice (Exploration)

Watching Video: Adding unlike fractions.

https://www.youtube.com/watch?v=MCuvUHsy4m4

T: Give significant points that you learned from the video.

T: Add unlike fractions by changing to equivalent fractions with partner.

Example: 1/3 +1/6=_____. Discuss with your partner to figure out the answer.

S: The answer is 3/6 or 1/2. I changed first the unlike denominators to the
same denominators by multiplying with the same number.

T: Solve this problem: Group Work (5-8 mins).

Lisa ate 2/3 of the pizza, Kate ate 8/12 of same pizza.

What fraction of the pizza did they eat altogether?

S: Students presentation. (Feedback will be given by each group but validation

of the correct answer by the teacher and the class

will be given after the explanation part of the lesson) .

(Explain) Model: (Explanation/How will you demonstrate skills?)

T: Boys and girls, let us find the equivalent fractions before adding these problems:

1. 1/4 +3/6= 2. 1/3 +2/9=

T: We must find common denominators first to change unlike fractions to equivalent

fractions before we can add them. This time we will use LCM or least common
multiples strategy to add and get the equivalent fraction and lowest term. The teacher
will show the steps to get the answer. The answer is 9/12 and the equivalent fraction
or lowest term is .

T: Now it's your turn to do problem 2.

T: Show and justify your answer.

S: The answer is 5/9. I changed first 1/3 and 2/9 to like fractions or equal fractions and
it becomes 3/9 and 2/9 then I added the numerators 3+2 and I got 5 then I used the
same denominators which is 9.

(Elaborate) Independent Practice or Small Group/ Centers:(Elaboration) Small

Group Activities (Centers/Workstations)

Group One: Math Talk/ Fluency Practice- Division, subtraction, and addition

Group Two: Problem Solving

Group Three: Versatile- Do multiplication and division

Group Four: Teacher- Led Group- compare like fractions

Group Five: Computer-

https://www.ixl.com/math/grade-4/add-fractions-with-unlike-denominators-using-
models

to conceptualize the understanding of the lesson and experience to navigate

independently how to add unlike fractions to find equivalent fractions.

Wrap-up

What did we learn today?

How do we add unlike fractions?

What will be the correct answer for Lisa problem? Justify why?

(Evaluate) Closure/Assessment/Exit Ticket:

Use symbols and models to show your answer:

1. 6/12 + 1/3

2. 1/4+3/12

3. 2/5 +12
Note: Could be done at the end of the lesson or before the lesson on the next day.
Math Talk: How do you add like and unlike fractions?

Journal Writing: Explain what visual models or strategies to use in adding unlike
fractions. (For early finisher. The rest of the class will do as bell ringer for the next
day)

Homework: Add unlike fractions. Explain to justify your answer.

1. 2/3 +5/7=
2. 1/2+ 3/6=

Rubric

3 The student has complete understanding on how to add unlike

points fractions by finding common denominators to get equivalent
fractions before adding them.

2 The student has partial understanding on how to add unlike

points fractions by finding common denominators to get equivalent
fractions before adding them.

The student has limited understanding on how to add unlike

1 fractions by finding common denominators to get equivalent
point fractions before adding them.

0 The student has little understanding on how to add unlike

point fractions by finding common denominators to get equivalent
fractions before adding them.