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Lesson Plan Template 

MAED 3224 
Subject: 4
​ th grade math   Central Focus: a
​ dding fractions with denominators of 
10 and 100.  
Common Core Objective:  Date taught: ​3-19-2018 
Express a fraction with 
denominator 10 as an equivalent 
fraction with denominator 100, and use 
this technique to add two fractions 
with respective denominators 10 and 
Daily Lesson Objective: 
Performance- S ​ tudents will be able to solve word problems of fractions with denominators of 10 and 
Conditions- ​independently  
Criteria- 8
​ /10 points on the exit ticket.  
Prerequisite knowledge and skills needed: H ​ ow to add fractions, how to multiply fractions, and how to use a 
hundredths grid.  
Activity  Description of Activities and Setting  Time 
1. Engage   Students will begin by reviewing adding fractions. I  5 minutes  
will ask students why we do not add the 
denominators of fractions. Students will add 
fractions of 8/10+7/10  
40/100+50/100. After they do this, I will ask which 
fraction is bigger and have them to explain their 
answers. Students will discuss how it is hard to see 
because they do not have the same denominator. 
Then I will ask “​why can't we just add 3/10 + 7/100 as i?” 
2. Explore   Students will then be shown the following word  15-25 minutes 
(including solutions of major tasks)  problems: The mural is divided into 100 equal parts. 
Marilyn’s class painted 3/10 of the mural, and Cal’s 
class painted 27/100 of the mural. How much of the 
mural have the two classes painted? Answer: 
Kyle and his mom were walking out of the grocery 
store. Kyle counted 100 cars in the parking lot. He 
counted and 4/10 of the cars were blue and 38/100 
of the cars were red. How many cars were blue and 
(Answer: 78/100) 
Students will be able to work in partners on the 
carpet and can use any strategy they choose. I will 
also give students a hundredths grid which they will 
be able to fill in on paper.. While students are 
working, I will walk around and ask questions such 
as “ Are the denominators equal? Should we add the 
denominators? How could we make them equal?” 
Students will work for 15-20 minutes and then we 
will come back as a class and discuss the problem. I 
will ask groups to share aloud their thought process. 
We will then move to the explain phase.  
3. Explain   First I will ask students for the equation of this  15 minutes  
problem. They should answer with 27/100+3/10. I 
will show students on the board a hundredths grid. I 
will ask “How can i shade the 27/100 on this grid?” 
Students will then tell me to color in 27 squares on 
the grid. I will then ask students, how can we show 
3/10 on this grid?” Students may answer with “by 
shading in 3 squares” If this happens, I will start a 
discussion of why we cannot add these fractions yet 
because they do not have the same denominator. I 
will then ask students “How could we change 3/10 
to have the same denominator as 27/100?” 
Students may say multiply. I will then multiply 10 X 
10 to get a denominator of 100. I will then ask 
students “Can we just leave the 3 alone or do we 
have to do the same to the numerator?” Students 
will answer and I will then multiply 3X10. I will then 
make the connection that students are multiplying 
3/10 by 10/10 which is one whole. Students will 
then be asked if we now have the same whole and I 
will then shade 30 squares on the grid. Students will 
then be asked to solve the equation on their white 
board and show the answer of 57/100.  
4. Elaborate/Extend   If students add without renaming fractions with a  5 minutes  
common denominator, then I would have students 
check their work with a hundredths grid. This should 
show students for example that 3/10+4/100 does 
not equal 7/100. For students who are finding it 
easy to solve problems pictorially,, we can then push 
them to work without the hundredths grid and write 
the problems conceptually.  
5. Evaluate   Students will answer this problem for an exit ticket:   10 minutes  
(assessment methods)  
“Trista asked 100 students to name their favorite 
sport to watch. She found that 3/10 of the students 
named football, 45/100 named basketball, and the 
rest named other sports. What part of the students 
name football or basketball?”  
First students must show how they rename 3/10. 
They should show that they multiply 3/10 X 10/10= 
30/100. Then students will shade the 100 grid to 
show the differentiation of football and basketball. 
Then students should add 30/100+ 45/100= 75/100.  
Students should score an 8 out of 10.  
P.F-4 (Does the student get the correct answer) 
C.U-3(Does the student show a picture and/or 
P.S-3(Does the student use the approach of 
converting the fraction and then adding them) 
Materials/Technology: E
​ xit ticket, pencil, paper, SMART Board, hundredths grids, and