Teacher: Crystal Burns

Grade Level: 4th

Content Area: Math
Time: 50 minutes
Standards: CCSS.ELA-Literacy.W.4.10; CCSS.Math.Content.4.NF.B.3a; ISTE.NETS-S.6a &
d
Type of Lesson: Fractions
Lesson #: 1 of 8
Lesson Title: Adding Fractions

Classroom Composition:
There are 6 boys and 8 girls; 9 are on free and reduced lunch and 3 bring lunch from
home; 5 students learn best by using manipulatives while solving math problems
(kinesthetic), 2 students learn best by having multiple practice problems (tactile), 3
students learn best by hearing the teacher verbally explain the process (auditory), and 4
students learn best by the teacher modeling the process on the board (visual).
One student has vision problems so when writing on the white board dark colors (black
or brown) need to be used in order for all students to be able to see what the teacher is
writing down. The teacher needs to write clearly and in a large print when writing on the
board. All printed worksheets should be in size 14 font or larger to accommodate the
student. Two students have a slight case dysgraphia so the teacher needs to allow extra
time when having students write at their desk so the students can complete the written
work.
Manipulatives should not be handed out until they are needed and put away or put aside
(if the teacher plans to use them again) while the teacher is instructing. Teacher will
allow students to have free play with the manipulatives before having them use them to
help solve the problems.
Extensions:
o For the students who are done early they can either work on extra problems, help
fellow students in need of assistance, create their own math problems and solve
them, write out the process for solving a problem involving adding or subtracting
fractions or mixed numbers, or they can play math fraction games on their
iPads/computers.

Burns 1
 Students have had some experience with fractions before, mainly identifying them on a
number line, converting whole numbers into fractions, comparing fractions based on their
size, and they have an understanding that a fraction represents 1 whole item just broken
into smaller, equal parts. The fractions they were limited to denominators of 2, 3, 4, 6,
and 8.
Many of the students are interested in pizza, cake, and many other food items that can be
used to demonstrate fractions. They also enjoy reading books, playing sports, some enjoy
outdoor activities such as hunting and fishing, and some are really into cars. The students
have many interests but the few that I have listed I could use to incorporate into learning
about fractions.
Possible stages of development of students in this age group:
o According to Piaget the average fourth grader can
Classify objects according to their many features, as well as classify them
in a series according to one feature. For example, a fourth grader can
organize toy cars from smallest to tallest, while at the same time grouping
any similar colors together.
Comprehend multiple features in a problem, even while they're solving it.
That means that even though a math problem has both addition and
multiplication, having more than one part to solve doesnt confuse them.
This is also important in dealing with literature since they can understand
why a villain could steal jewels, but also why it's wrong.
Are no longer egocentric. They finally understand that not everyone sees
the world as they see it.
Should be able to reverse their thinking. This means that they can go
through their mental steps backwards and check their conclusion. Whereas
when they were younger, they could not recognize that they were wrong,
even when the flaws in their argument were pointed out, by fourth grade
this is no longer the case. Now they can recognize an error in judgment
when someone points out a flaw in one of their steps.
Recognize difference when comparing the physics of two objects. For
example, they can see the difference between areas, and tell you that four

Burns 2
 one-inch square pieces take up the same amount of room whether put
together or spread apart.
o Some students may be advanced for their age group by:
Being able to use deductive reasoning.
May be capable of considering multiple possibilities before starting a
problem.
Can manipulate symbols dealing with abstract concepts as well as concrete
objects.
Classify objects according to many features, as well as classify them in a
series according to one feature.
*For these students I will have extensions of the content for them to work on
while their classmates are still working. Allowing them to create a better
understanding of the content on their own and will provide any assistance when
needed.
o Some students may be a little behind for their age group:
They are logical, even though they may still jump to crazy conclusions.
Still having some difficulties being able to reverse their thinking.
May still be in the process of moving out of the egocentric stage.
Having difficulties being able to tell if there is a difference in number,
length, volume and substance when comparing two objects.
*For these students I will make sure to review previous knowledge pertaining to
the lesson to activate their background knowledge, provide extra guided practice
(if needed), and check for their understanding while doing seat work and assist
when needed.
I expect students to know already some are going to be delayed, average, and/or
advanced
o How to convert whole numbers into fractions.
o Have an understanding that a fraction represents 1 whole item just broken into
smaller, equal parts.
o Be able to identify the numerator and the denominator.
Learning Influences

Burns 3
 o Classroom environment should be safe, comfortable, and considerate of all in
order to promote positive learning outcomes for all students.
o The amount of exercise students receive (the amount of times a task is repeated
and done correctly in order to commit it to memory as a skill)
o The emotional reaction of the student to the material students who become
tangled and frustrated causes a negative effect on their learning.
Make sure students understand and the teacher activities their background
knowledge of fractions.
Use positive reinforcements to encourage students to keep trying if they
make a mistake.
o The way the teacher presents and teaches the materials is a major influence on the
students learning.
o The intensity of the lesson and material taught, referring to how deep of an
understanding a student has created which is influenced by the level of interaction
with the content provided by the teacher (using HOTs).

Assessment:
A pre-test will be provided at the beginning of the unit to assess what students already
know and any conceptions they have already of fractions.
An informal assessment will be to check students seat work as well as watching them
complete a problem on the board.
A formal assessment will be the homework assignment aligned with lesson.
A summative assessment will be the unit test and math folder portfolio.

Goals/Objectives:
Goal:
o The learners should be able to understand addition of fractions as joining parts
referring to the same whole.
Objectives:
o The learners will be able to add two fractions together with the same denominator.
(Cognitive: Application) (Psychomotor: Percision)

Burns 4
 o The learners will be able to orally state the process used when adding two
fractions with the same denominator. (Cognitive: Comprehension)
o The learners will be able to understand and use the smart board with accuracy.
(Cognitive: Knowledge) (Psychomotor: Imitation)

Standards & Questions:

Standards:
o CCSS.ELA-Literacy.W.4.10 Write routinely for a short time frame for a range of
discipline-specific tasks, purposes, and audiences. (CCSS10)
o ISTE.NETS-S.6a Understand and use technology systems.
o ISTE.NETS-S.6d Transfer current knowledge to learning of new technology.
o CCSS.Math.Content.4.NF.B.3a Understand addition of fractions as joining parts
referring to the same whole.
o I will write the standards for the lesson on the board followed by the assignments
on the board, that are to help us achieve these standards (seat work and the
homework assignments).
Questions:
o Lesson Questions:
What is a Fraction? Can you tell me what it looks like and what the top
and bottom numbers are called?
How do we add fractions?
o Essential Questions:
Where do you see fractions in your daily lives?

Knowledge & Skills:

Students will be able to identify the parts of a fraction and know how to add numbers
together already.
Students need to know how to add fractions together with the same denominator and that
it refers to parts of the same whole. The teacher will need to provide instruction on how
to add two fractions together to create a larger fraction.

Burns 5
 Students will know they understand when they are able to add two fractions together
correctly for multiple examples.

Resources:
Paper
Pencils
Cuisenaire Rods
Smart Board
Homework Assignment
Pre test
Math folder portfolio rubric
The Hersheys Milk Chocolcate Bar Fraction Book by Jerry Pallotta and illustrated by
Robert C. Bolster
Hershey bars (will substitute with other items if a student is allergic)

How will I teach?

Introduce unit on fractions.
o Teacher will read aloud The Hersheys Milk Chocolcate Bar Fraction Book by
Jerry Pallotta and illustrated by Robert C. Bolster and students will follow along
with Hershey bars at their desks.
Give students pre-test.
Create a checklist of the major understandings of the unit that each student is required to
have knowledge of, the acceptable range of knowledge, and how he or she will know
they have reached those goals. (Will be typed up by the teacher and passed out next class)
Pass out and discuss rubric for unit portfolio.
Understand addition of fractions as joining parts referring to the same whole.
Inform the students that we will be learning how to add with the same denominator.
Review terms: Numerator (the number on the top of the fraction), and Denominator (the
number on the bottom of the fraction).

Burns 6
 Explain to students that when adding fractions that the denominator always stays the
same and the only numbers that are added are the numerators and the whole numbers, if
there are any in the problem.
Demonstrate a problem: add two fractions together to show students that when adding
two fractions together that the denominator stays the same and only the numerators get
added together.
o 1/6 + 1/6 = 2/6
o Use the Cuisenaire rods to demonstrate the same problem, showing the students
how to use them for fractions.
Put a problem on the board and have students solve it at their desks on a piece of paper
and using the Cuisenaire rods.
o 3/8 + 3/8 = ? (6/8)
Explain that it is possible to get a whole number when adding fractions together: 5/10
+5/10 = 1. Explain that when the numerator is equal to the denominator that the fraction
is now equal to one, a whole number.
Put another problem of adding fractions to equal one on the board and have students
solve for it at their desks and demonstrate it using the Cuisenaire rods.
o 8/9 + 1/9 = ? (1)
Continue onto guided practice, put problems on the board for students to solve at their
desks. Walk around the room to check students work and assist when needed.
Review the lesson and pass out homework.

Reteach & Review

I will review what was covered in the lesson and ask if students have any questions. I will
talk about what is required of them for the homework assignment and review the rubric
for the math folder portfolio. To wrap up the lesson I will have the students recite the
process in adding two fractions together.

Burns 7
Teacher: Crystal Burns
Grade Level: 4th
Content Area: Math
Time: 50 minutes
Standards: CCSS.ELA-Literacy.W.4.10; CCSS.Math.Content.4.NF.B.3d; ISTE.NETS-S.6a & d
Type of Lesson: Fractions
Lesson #: 3 of 8
Lesson Title: Decomposing Fractions

Classroom Composition:
There are 6 boys and 8 girls; 9 are on free and reduced lunch and 3 bring lunch from
home; 5 students learn best by using manipulatives while solving math problems
(kinesthetic), 2 students learn best by having multiple practice problems (tactile), 3
students learn best by hearing the teacher verbally explain the process (auditory), and 4
students learn best by the teacher modeling the process on the board (visual).
One student has vision problems so when writing on the white board dark colors (black
or brown) need to be used in order for all students to be able to see what the teacher is
writing down. The teacher needs to write clearly and in a large print when writing on the
board. All printed worksheets should be in size 14 font or larger to accommodate the
student. Two students have a slight case dysgraphia so the teacher needs to allow extra
time when having students write at their desk so the students can complete the written
work.
Learning Influences
o Classroom environment should be safe, comfortable, and considerate of all in
order to promote positive learning outcomes for all students.
o The amount of exercise students receive (the amount of times a task is repeated
and done correctly in order to commit it to memory as a skill)
o The emotional reaction of the student to the material students who become
tangled and frustrated causes a negative effect on their learning.
o Make sure students understand and the teacher activities their background
knowledge of fractions.
o Use positive reinforcements to encourage students to keep trying if they make a
mistake.

Burns 8
 o The way the teacher presents and teaches the materials is a major influence on the
students learning.
o The intensity of the lesson and material taught, referring to how deep of an
understanding a student has created which is influenced by the level of interaction
with the content provided by the teacher (using HOTs).

Standards:
CCSS.ELA-Literacy.W.4.10: Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.Math.Content.4.NF.B.3d: Solve word problems involving addition and subtraction
of fractions referring to the same whole and having like denominators, e.g., by using
visual fraction models and equations to represent the problem.
ISTE.NETS-S.6a & d: Students demonstrate a sound understanding of technology
concepts, systems, and operations. Students: a) Understands and uses technology systems
& d) transfer current knowledge to learning of new technologies.

Instructional Goals:
Students should be able to decompose a fraction into a sum of fractions with the same
denominator in more than one way.

Instructional Objectives:
Students will be able to identify multiple ways to decompose a fraction. (Cognitive:
Application)
Students will be able to record each decomposition by an equation. (Psychomotor:
Articulation)
The learners will be able to understand and use the smart board with accuracy.
(Cognitive: Application) (Psychomotor: Precision)

Content:

Burns 9
 Students have had some experience with fractions before, mainly identifying them on a
number line, converting whole numbers into fractions, comparing fractions based on their
size, and they have an understanding that a fraction represents 1 whole item just broken
into smaller, equal parts. The fractions they were limited to denominators of 2, 3, 4, 6,
and 8. The first two lessons have focused on adding fractions and mixed numbers.
New Knowledge: Students will be able to take a fraction and decompose it into an
equation, simply reversing the process they have learned already.
Some complications will be with students understanding that it is the reverse of what they
have been learning over the past few lessons because of their developmental stage. This
may be avoided by teaching the lesson as a new kind of math problem before relating it
to being the reverse process of a fraction.
Extensions: For the students who are done early they can either work on extra problems,
help fellow students in need of assistance, create their own math problems and solve
them, write out the process for solving a problem involving adding or subtracting
fractions or mixed numbers, or they can play math fraction games on their
iPads/computers.

Procedures
Provide math problems on the board similar to the previous lesson(s).
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.
Inform students that will be learning how to decompose fractions into a sum of fractions
with the same denominator in different ways
Review Terms: Numerator (the number on the top of the fraction), and Denominator (the
number on the bottom of the fraction).
Explain that if we know the sum of a problem we can figure out the addends when using
fractions.
Demonstrate a problem: ?/8 + ?/8 + ?/8 = 7/8
There are many possible solutions and all are equally correct

Burns 10
 1/8 + 1/8 + 5/8 = 7/8; 1/8 + 2/8 + 4/8 = 7/8; 2/8 + 2/8 + 3/8 = 7/8
Write a similar problem on the board and ask students to solve for the answer at their
desks on a sheet of paper and with the Cuisenaire rods. Make sure each students work is
correct before moving on.
?/9 + ?/9 + ?/9 = 6/9
List at least one possible answer
1/9 + 1/9 + 4/9 = 6/9; 1/9 + 2/9 + 3/9 = 6/9; 2/9 + 2/9 + 2/9 = 6/9
Continue onto guided practice, put problems on the board for students to solve at their
desks. Walk around the room to check students work and assist when needed.
Review the lesson:
o Have students explain the process of what they are doing as they are doing it.
o Have students demonstrate the process using the Cuisenaire rods.
Pass out homework.

Instructional Materials & Resources:

Homework sheet
Cuisenaire Rods
Paper
Pencils
Smart Board

Evaluation:
An informal assessment will be to check students seat work as well as watching them
complete a problem on the board.
A formal assessment will be the homework assignment aligned with lesson.
A summative assessment will be the unit test and math folder portfolio.

Burns 11
Teacher: Crystal Burns
Grade Level: 4th
Content Area: Math
Time: 50 minutes
Standards: CCSS.ELA-Literacy.W.4.10; CCSS.Math.Content.4.NF.B.3b; ISTE.NETS-S.6a &
d
Type of Lesson: Fractions
Lesson #: 6 of 8
Lesson Title: Fraction Word Problems

Classroom Composition:
There are 6 boys and 8 girls; 9 are on free and reduced lunch and 3 bring lunch from
home; 5 students learn best by using manipulatives while solving math problems
(kinesthetic), 2 students learn best by having multiple practice problems (tactile), 3
students learn best by hearing the teacher verbally explain the process (auditory), and 4
students learn best by the teacher modeling the process on the board (visual).
One student has vision problems so when writing on the white board dark colors (black
or brown) need to be used in order for all students to be able to see what the teacher is
writing down. The teacher needs to write clearly and in a large print when writing on the
board. All printed worksheets should be in size 14 font or larger to accommodate the
student. Two students have a slight case dysgraphia so the teacher needs to allow extra
time when having students write at their desk so the students can complete the written
work.
Learning Influences
o Classroom environment should be safe, comfortable, and considerate of all in
order to promote positive learning outcomes for all students.
o The amount of exercise students receive (the amount of times a task is repeated
and done correctly in order to commit it to memory as a skill)
o The emotional reaction of the student to the material students who become
tangled and frustrated causes a negative effect on their learning.
o Make sure students understand and the teacher activities their background
knowledge of fractions.
o Use positive reinforcements to encourage students to keep trying if they make a
mistake.

Burns 12
 o The way the teacher presents and teaches the materials is a major influence on the
students learning.
o The intensity of the lesson and material taught, referring to how deep of an
understanding a student has created which is influenced by the level of interaction
with the content provided by the teacher (using HOTs).

Standards:
CCSS.ELA-Literacy.W.4.10: Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.Math.Content.4.NF.B.3b: 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.
ISTE.NETS-S.6a & d: Students demonstrate a sound understanding of technology
concepts, systems, and operations. Students: a) Understands and uses technology systems
& d) transfer current knowledge to learning of new technologies.

Instructional Goals:
Students should be able to solve word problems involving addition and subtraction of
fractions referring to the same whole and having like denominators.

Instructional Objectives:
Students will be able to identify the mathematical process being described in the word
problem correctly (addition or subtraction). (Cognitive: Analysis)
Students will be able to solve the mathematical process for a correct answer and be able
to explain why they know the answer is correct. (Cognitive: Application & Analysis)
The learners will be able to understand and use the smart board with accuracy.
(Cognitive: Synthesis) (Psychomotor: Naturalization)

Content:

Burns 13
 Students have had some experience with fractions before, mainly identifying them on a
number line, converting whole numbers into fractions, comparing fractions based on their
size, and they have an understanding that a fraction represents 1 whole item just broken
into smaller, equal parts. The fractions they were limited to denominators of 2, 3, 4, 6,
and 8. The previous lessons have focused on adding and subtracting fractions and mixed
numbers as well as decomposing fractions.
New Knowledge: Students will be able to read a word problem and identify which process
(adding or subtracting) is required to be used in order to solve the problem. After
identifying the process, students will be required to solve the problem and produce the
correct answer whether it is a fraction or a mixed number. Students will also need to
explain how they know the answer is correct and the process they used to find it.
Some complications will be with students identifying which process is to be used when
solving the word problem for the correct answer. This could possibly be avoided if time
is spent identifying the vocabulary used when the word problem calls for either
subtraction or addition.
Extensions: For the students who are done early they can either work on extra problems,
help fellow students in need of assistance, create their own math problems and solve
them, write out the process for solving a problem involving adding or subtracting
fractions or mixed numbers, or they can play math fraction games in the classroom
(fraction bingo, fraction dominoes, fraction basketball, etc.) or on their iPads/computers.

Procedures:
Provide math problems on the board similar to the previous lesson(s) to refresh students
memories on what we have been working on in the unit.
Inform the class that we would be working with word problems that involved fractions
and mixed numbers.
Review: What does a fraction represent? What is the top number called? What is the
bottom number called? When adding or subtracting which numbers to we use?
o Fractions represent parts of a whole, and only have meaning when referenced to a
whole. The top number is called a numerator and the bottom is called the

Burns 14
 denominator. When adding or subtracting we do the action to only the numerator
and the denominator stays the same.
Demonstrate a few word problems, using the smart board, to project the word problem on
the board and then solving. Students will solve problems at their desk using white boards
to display their answers. The teacher will call on students to have them explain the
process they used to find the answer.
o Of the shirts in Clayton's closet, 5/10 are indigo and another 4/10 are orange.
What fraction of the shirts are either indigo or orange?
o Isaac made a fruit salad with 3/5 of a pound of melon and 4/5 of a pound of
berries. How many pounds of fruit did Isaac use in all?
o Diane sprinted 9/12 of a lap and then took a break by jogging 5/12 of a lap. How
much farther did Diane sprint than jog?
o While making desserts for a bake sale, Tomas used 7/10 of a scoop of brown
sugar as well as 4/10 of a scoop of white sugar. How much more brown sugar did
Tomas use?
o In making macaroni and cheese, Joey used 2/8 of a cup of cheddar and 3/8 of a
cup of parmesan. How much cheese did Joey use in all?
o Of the smoothies sold yesterday at Jasmine's Smoothies Shop, 1/6 were banana
and 1/6 another were strawberry. What fraction of the smoothies sold were either
banana or strawberry?
Before moving on to individual work, the teacher will have students self-assess how well
they are understanding the material using fist to five (five meaning they understand it to
the point where they could help someone, three meaning they understand most of the
material but may need some assistance, and zero meaning they dont understand or are
confused).
Pass out to students in class activity sheet to practice word problems involving fractions
and mixed numbers.
Walk around the room to check students work and assist when needed. For the students
that are struggling with understanding the work, I will conference with them as a small
group to provide extra practice and teaching as needed.

Burns 15
 Before moving on to the next subject block, students will review what they learned in the
lesson and then they will receive their homework.

Instructional Materials & Resources:

Homework sheet
White boards
Dry Erase Markers
Erasers
Pencils
In-Class Worksheet
Smart Board

Evaluation:
Informal assessments will be the students ability to explain how they came to an answer
for the practice problems and if they got the correct answer; fist to five self-assessment
on where each student is at; to check students seat work; and their ability to review what
was taught and learned during the lesson.
A formal assessment will be the homework assignment aligned with lesson.
A summative assessment will be the unit test and math folder portfolio.

Burns 16