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Lesson Plan Template

MAED 3224
Subject: 4th Grade Math Central Focus: Numbers and Operations - Fractions

Common Core Objective: Date taught:

CCSS.MATH.CONTENT.4.NF.B.3.D 3/23/2018
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.

Daily Lesson Objective:

Performance- Students will be able to solve word problems that involve adding and subtracting
fractions with the same whole and with like denominators by using visuals and equations.

Conditions- Students will work in a small group to solve a given word problem by using both a visual
fraction model and an equation to represent the problem.

Criteria: Students will demonstrate mastery of this task by correctly writing an equation
representative of the word problem, by correctly illustrating a fraction model, and by correctly
answering the question in the word problem in an exit ticket. The exit ticket will account for 10 total
points and 80% will indicate mastery of the objective.

Prerequisite knowledge and skills needed: The students need to know that addition and subtraction of
fractions involve joining and separating parts referring to the same whole. They need to know how to add
and subtract and they also need to know how to find equivalent fractions.

Activity Description of Activities and Setting Time


1. Engage In order to engage, I will randomly select some 5
students to draw a domino that represents a fraction
and they will come up a fraction that is equivalent.
Some examples of “fractions” they might draw
include: 2/1, 4/6. And 3/5.
For each domino that is drawn, students will use the
manipulatives in their math bags to represent the
fractions. The math bags include fractions strips,
shapes, fraction circles, base ten blocks, and other
items. We will briefly discuss some of the different
ways that we represented them.
2. Explore Within a whole class setting, we will go through 2 25
(including solutions of major tasks) word problems. Each child will be given a number
line, base ten blocks, a pie, chips, fraction strips.
The first thing we will determine is what the whole is
in the word problem and how many parts it is divided
into. We will discuss which operations will be used to
solve the problem and which direction we are
moving in on the number line. Then we will write the
equation we need to solve in order to answer the
word problem.

Word Problem 1: Mrs. Toomer brought 40 cookies to


school. Mrs. Toomers class ate ½ of the cookies and
Mrs. Smiths class ate ¼ of the cookies. How many
cookies are left?

Word Problem 2: Sofia bought bananas, cereal, and


milk at the store. She spent all of her money. She
spent 3/10 of her money on bananas, and 4/10 of
her money on cereal. What fraction of her money did
Sofia spend on milk? Write and solve equations.
Use illustrations and write a sentence giving the
answer.

3. Explain For the second question we did, do you think it’s 10


possible to use dollars and cents to represent
fractions? What might this kind of illustration help us
connect fractions to? And why?
What are some of the things we need to focus on
when we are trying to solve fraction word problems?
(The whole, the equal parts of the whole, the
operation, what we are looking to solve, the
representation, etc.)
How do your representations help you to understand
the problem?
Why do we use fraction models to help us compose
our equations?

4. Elaborate/Extend In order to help struggling students I can reteach the n/a


activity on an individual basis and layout steps to
help them go through the process of solving word
problems. In reteaching I can also inspire more
interaction from the student by having them draw
and color in order to illustrate the concepts.

For students who need more of a challenge I can


have them focus on having them write out their
explanations of why and how their solutions worked.
I can also produce a more challenging follow up
activity. I believe there may also be an online
resource in the form of a game that may stimulate
them in higher levels of difficulty.

5. Evaluate Students will do an exit ticket on the following word


(assessment methods) problem: Ricky completely filled a bucket to wash his car.
After he finished washing the car, ⅝ of the water
remained in the bucket. Write and solve an equation to
show the fraction of the water Ricky used. Draw an
illustration to find your equation.

It will be measured on if they were able to write the


correct equations (3 points) come up with the right
answer - including a full sentence (4 points) and if
they were able to give at least one visual
representation of the fractions (3 points). Mastery of
the objective is displayed with at least 80% on the
exit ticket.

Materials/Technology: Manipulatives for math including fraction strips, pies, shapes, chips,
and base ten blocks (included in the classroom). Expo board and marker. Printed exit
tickets.

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