Stephanie Paddock

TPACK Template

Subject Mathematics

Grade Level Grade Level 4

Learning Objective Mathematics SOL 4.2 Strand: Number and Number Sense-
The student will
Content

a) compare and order fractions and mixed numbers;

b) represent equivalent fractions

Activity This lesson’s objective is to introduce and practice equivalent

fraction problems.

1. The teacher will begin by reviewing/recapping with the students

what fractions are and what they are comprised of. A student
volunteer may write a fraction on the SMART board using the
SMART board marker as an example and explain its parts.
2. The teacher will then erase the student’s fraction using the
SMART eraser and go over the meaning of equivalent fractions
(also providing examples).
3. The teacher will then open the Equivalent Fractions lesson on the
SMART board and review the first slide, explaining the apple cut
fractions and asking the students what they believe the
equivalent fraction is between both apples. A student volunteer
may use the SMART pen to reveal the answer after all input is
received.
4. The teacher will then relate the apple cuts to fraction graphs and
ask for student input about whether they think the fraction
graphs are equivalent or not. A student volunteer may use the
SMART pen to circle the fraction that is equivalent to the already-
discussed fractions.
5. Next, the students will brainstorm equivalent fractions in groups
(or think-pair-share may be used). Each group may take a turn
writing their equivalent fraction ideas on the SMART board using
SMART pens. The SMART board could be divided into four
sections and there could be four groups who each get a section to
write their ideas. After all groups have finished, a speaker from
each group will explain their ideas to the class and other groups
will have the opportunity to ask questions.
6. The teacher will use the next three slides to examine how well the
students understand equivalent fractions and to determine what
Pedagogy

areas need more review or extra practice. Students will be

selected in groups to come up to the SMART board and use the
SMART pen to answer the questions about which fraction of each
 picture/graph is shaded (and whether the two graphs are
equivalent fractions or not) while explaining their answer.
7. After the teacher has reviewed or clarified troubled areas in the
shaded equivalent fractions problems, the class will move on to
methods of finding the equivalent fractions. The teacher will
explain the problems on the next slide and how to calculate the
equivalent fraction.
8. The students, again working in groups, will come up to the SMART
board and use the SMART pen to find the equivalent fractions for
the provided fractions. The teacher should work through the first
problem with the students so any questions can be answered
before the students work on it on their own.
9. The teacher will then use the next three slides to examine how
well the students understand the methods behind making
equivalent fractions and to determine what areas need more
practice/review. Students will be selected in groups to come up to
the SMART board and use the SMART pen to answer the
questions about what the equivalent fractions are while writing
out their work on the blank area of the screen (and while
explaining their answer). The teacher may click on the answer and
explain why or why not the group is correct.
10. At the end of this lesson, the teacher may ask the students to
recap what they learned and provide needed supplemental
information.

*If some students volunteer more often than others, the teacher may
use sticks with students’ names written on them to select the
volunteer (“drawing straws,” ensuring everybody gets a turn), or the
students may form groups to work on the problems together.

Technology http://exchange.smarttech.com/details.html?id=d3a927cc-4b1d-
Technology

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