Topic 12 Unit Overview: This is a 2 week plus a few days.. lesson plan that uses blended learning.

All groups start together for the 'warm up thinking', the essential question, I can review, mini whole group lesson with a formative assessment to check student
progress through standards. Students then break out into personalized groups around the room and use a blended learning menu that allows them to differentiate by
process, product, or interest. I meet with each group do discuss their progress and, depending on the skill or strategy, formatively assess their understanding at where
they are in their standards/goals. Once time is up, students determine their next steps and independent practice - via homework sheets, problem solving - and include
the video for the next lesson when appropriate.
MAFS.4NF.2.3 Understand a fractions a/b
MAFS.4.NF.1.1 Explain why a fraction a/b is
MAFS.4.NF.1.2 Compare two fractions with
Standards
with a>1 as a sum of fractions. Understand equivalent to a fraction aXn/bXn by using
different numerators and different denominators, e.g.,
addition and subtraction of fractions as
visual fraction models, with attention to how
by creating common denominators or numerators, or
joining and separating parts referring to the the number and size of the parts differ even
by comparing to a benchmark fraction such as .
same whole.
though the two fractions themselves are the
Recognize that comparisons are valid only when the
Decompose a fractions into a sum with the
same size. Use this principle to recognize and
two fractions refer to the same whole. Record the
same denominator in more than one way.
generate equivalent fractions. Level 2
results of comparisons with symbols >, =, or <, and
Justify decompositions using visual models.
justify the conclusions, e.g., by using a visual fraction
Solve word problems with fractions.
model. Level 2
Must: be able to add and subtract fractions Should: make common denominators so I can
Could: Use models and equations to justify how I
I can
with common denominators and simplify.
add and sub tractions with unlike denominators. solve real world problems with fractions and mixed #
What strategies can I use to solve problems Gifted Goals:
Learning Styles Addressed: Naturalistic, Visual,
Essential
with fractions?
Musical, Logical, Word, Art, Body, Interpersonal
Question
Cognitive Levels: Level 1: Recall, Level 2:
Accommodations: Students do have extra time.
21st Century Technology, team work, independent
Differentiation: Students choose pacing and activity
Basic Application of Skills & Concepts, Level
choice
(menus). Activities have been built around MI and
3: Strategic Thinking & Complex Reasoning
learning styles. Desert Choice on Menu
Center Activities have 2 different levels of difficulty.

Vocabulary

Denominator, factor, product, numerator

Simplest form, common denominator, operation

Lessons

Adding fractions using models & equations

Subtracting fractions using models &
equations
Adding & Sub fractions on a number line
Simplifying improper fractions

Add and subtract mixed numbers using models

and equations
Decomposing and Composing fractions using
arrays

Format

Start with Whole Group: 20 mins. BEST

Student Small Groups: 40 minutes

Q1 & Q2. Teacher directed.

BEST Q2 and Q3. Blending Learning Menus.

Daily Whole Group: Teacher uses white

boards, questioning, and observation to
monitor student understanding. Struggling
students pulled for small group support.

Student choice and differentiated.

Student Work: Students will self assess
understanding through lesson activities.
Teacher will monitor groups and pull any
students who need additional support.

Assessments

Page 1 of 11

4th Grade Plans

Mazlowski, Tomassi, White

Equation, mixed number, improper fraction,

reasonableness, equation
Need to do: Resources: Hundred Squares (prime,
composite, multiples, factors, fraction bars, counters
(arrays), graph paper, vocabulary cards, quizlet, Math
Tools: Fractions (Pearson) IPADS/Sophia. (Make
Topic 13 Videos and put on Nooks)
Teacher Supported Small Groups:
Work with Triangles Mon, Wed, Friday. Student requests.
Check on rest through questioning and observation.

Homework: Student Choice

Lessons: Student choice
End of Unit: FSA style assessment at the end of each
topic.
January 6, 2015

Whole Group Activities

Week 1

Focus

Monday

Review

Whole Group: 20 min. daily BEST Q1 &W2

Students that need support, pull for small group.

division

Resources

Using white board, warm up with 3 simple division 1 digit divisors with 4 digit dividends, with and without

Number lines

remainders and using estimation. Standard algorithm.

w/different

Use vocab

Watch for those that need support in division. Pull for small group.

increments to

Introduce add

Introduce Vocabulary Cards.

12 to add.

fractions with

Let students know they will be watching 2 videos and will be asked to compare and contrast the two strategies for

LZ video:

adding fractions after. Show Learnzillion Video LZ190 (5:00) and LZ110 (4:50)

LZ190&LZ110

Have students pair share and discuss the difference between the two strategies. (Visual vs. number sentences).

Menu---

Add some algebra variables.

20 squares 2

Extend: What if the sum has a numerator with more pieces than the whole (denominator)? Link to Mixed # and

colors 10 each

improper fractions.

2 dice, 2 paper

Let students know they will have to justify answers using visual models or equations.

clips, fraction

models and
equations

Go Over any Menu Options for Lesson 1/2 students dont understand Model Ready Made Centers. 2 different levels.

Tuesday

Review

Introduce

division

Subtracting

Using white board, warm up with 3 simple division 1 digit divisors with 4 digit dividends, with and without

Student white

remainders and using estimation. Standard algorithm.

boards

Watch for those that need support in division. Pull for small group.

Graph paper

fractions with

Review Vocabulary Cards.

LZ. If

like

Pair sharehow will the strategies we learned yesterday help us subtract fractions with like denominators?

struggling 113

denominators

Show Learnzillion LZ115 (5:00)

Jelly beans

with models

Using student generate models (pizzas, arrays with student decided denominators). Show both the model and the

20 squares 2

number sentences/equations.

colors 10 each

Add some algebra variables.

2 dice, 2 paper

Extend: Try a mixed number. Turn into improper fraction using arrays.

clips, fraction

Have students justify answers using visual models or equations.

strips 12-4

Go Over any Menu Options for Lesson 3/4 students dont understand

and equations

Page 2 of 11

strips 12-2

4th Grade Plans

Mazlowski, Tomassi, White

January 6, 2015

Wednesday

Review

division

Using white board, warm up with 3 simple division 1 digit divisors with 4 digit dividends, with and without

Print out

remainders and using estimation. Standard algorithm.

worksheet

Using a

Watch for those that need support in division. Pull for small group.

w/diff number

number line to

Show number line worksheet on overhead. What is the difference? Where are the whole numbers? Fractions? Find

lines broken up

add and

some points and label. How can you find the denominator? Model how to add and subtract fractions with like

w/different

subtract

denominators on the number line. Create equations from number sentences. Try some algebra..Can you find the

divisors/

fractions.

missing number?

denominators

Go Over any Menu Options for Lesson 5 students dont understand

Tiles 1 to 4

12-5

Thursday

Friday

Algebra

Use page 299 in Math Book. What is algebra? How can it help us understand or justify what we are thinking in math?

White board

Connections

Model problems 1, 4, 7, 11. Have students work in pairs to complete 3, 6, 9 12. What was easy? Tricky? Self assess.

Student white

Model the number line. What is the unit fraction/A? How do you know? (1/12) Model how to solve 13 and 14.

boards

Have students try 15 to 18 in pairs.

Math Book

Showing

Use this day to catch up and pull small groups or work on additional problem solving.

Using white board, warm up with 3 simple division 0-9000, 1 digit divisors, with and without remainders and using

20 squares in

estimation.

one color and

mixed
numbers and

What are some equivalent fractions? What is a common denominator? Model

20 in another

improper

Watch Pearson Video 12-6. How can you show an improper fraction or mixed number in more than one way?

and 2 dice

fractions 2

What if you had to add an improper fraction? simplify

12-6

ways

Work guided practice whole group.

Go Over any Menu Options for Lesson 6 students dont understand

Page 3 of 11

Watch for those that need support in division. Pull for small group. Link in multiples, factors

4th Grade Plans

Mazlowski, Tomassi, White

January 6, 2015

Week 2

Focus

Monday

Highlighting

Whole Group: 20 min. daily BEST Q1 &W2

Students that need support, pull for small group.

key words in
Mixed

Problem
Solving
Longer whole

Resources

Review the terms fraction, equivalent fraction, common denominators, adding fractions and subtracting. Have students

White board

show you examples of each.

Student white

Using Math book page 303, put page on overhead. As a group, highlight the key words and facts that will help you

boards

solve the problems.

Math book

What do you find challenging about word problems? What are some strategies you can use to help you figure out what

Video

to do?

Pearson

Show students video for Pearson 12 7. Model how to turn a Mixed Number into improper fraction using graph and
arrays. Do guided practice together.

Tiles 1-4

Over any Menu Options for Lesson 7 students dont understand

12-7

group today

Tuesday

to improper

Review Mixed Fractions to improper fractions and simplify. Give some examples to solve on white boards.

White board

Review add

fractions and

Using Math book page 307, put page on overhead. As a group, highlight the key words and facts that will help you

Student white

and subtract

simplify.

solve the problems. Discuss how real world problems require you to look for data in different areas.

boards

fractions

Mixed

Over any Menu Options for Lesson 8 students dont understand.

Math board

using mixed

problem

numbers

solving

Wednesday

Review

Tiles 0-9

division

Using white board, warm up with 2 simple division 0-9000, 1 digit divisors, with and without remainders and using

Same

estimation. Break apart. What for those that need support in division/factors/multiples and pull for small group.

Tiles 1-4

Ordering:

Have students find factors and multiples of numbers on a hundred square.

Subtracting

Show Pearson Video for 12-9. Discuss where the most common errors might be?

Mixed

Over any Menu Options for Lesson 9 students dont understand

Numbers

Page 4 of 11

4th Grade Plans

Mazlowski, Tomassi, White

January 6, 2015

Thursday

Con

Review the butterfly/cross multiplying method to find equivalent fractions with the same denominators. What is a

White board

common denominator?

Number line

Now review fractions , 3/4 , 4/5, 5/8, 6/10. Which fraction has the greatest value? Which has the least? Can you use

worksheets

what you know about common denominators to place them in order from Greatest to Least? Common error: the larger

Multiplication

denominator has the highest value and language greatest to least

squares

Try again with student generated fractions..find the common denominator and then order.

Pearson

What strategies can you use to order fractions? Number lines, fraction bars, common denominators. Have students

Fraction Bars

discuss when they could or might need to use each strategy.

20 squares

Show the Pearson Video 12 10. What is decomposing and composing fractions mean? Model with fraction bars.

10 1 color, 10

Over any Menu Options for Lesson 10 students dont understand

another & 2

dice
Friday

Draw a
picture and

write an
equation

Whole

group and

Monday

Review

Tuesday

Page 5 of 11

Assess

Take some time here..

Book

What have we been learning? What is challenging? What strategies are the most helpful? Have students
pair up and create problems to solve for equivalent fractions, adding like denominators, subtract,
Simplifying, Adding and sub: Mixed numbers.
Show Pearson video 12-11. How can drawing pictures help us solve complex problems? Work through
guided practice and have students self assess. Break up into groups to finish the rest and work with
students who are struggling.
Bring backModel algebra connections. Discuss unit of weights and the idea of conversions.
Find the rub for 1 and 2 and have students use the white board for 3 and 4. Go over problem 5 together
and look at key words then have students work in pairs to finish 6 to 8.
Have students discuss what they learned. Have students do Math workbook 12-11 to warm up. Discuss
Review must, could, should and self assess..discuss how you know and can prove. What is challenging?
Students work through Topic 12 Test in Book as a pre-test. Grade as a team and check with teacher for
any missed.
For homework, students can take Topic 12 test on Pearson or work through re-teaching on topics missed.
Wait to tomorrow.
Assess

12-11

4th Grade Plans

Mazlowski, Tomassi, White

January 6, 2015

Tiles 1-4

Notes for Topic 12 (do)

MAFS.4NF.2.3 Understand a fractions a/b with a>1
as a sum of fractions. Understand addition and
subtraction of fractions as joining and separating
parts referring to the same whole.
Decompose a fractions into a sum with the same
denominator in more than one way. Justify
decompositions using visual models.
Solve word problems with fractions.
My Targets
I know that fractions are part of a whole and that those with like
denominators can be added and subtracted.
I know improper fractions are greater than a whole and are
interchangeable with mixed numbers.
I understand that a fraction is made up of smaller fractions with
the same denominator and that will add together to equal the
originals.
I understand that when I add or subtract fractions, I only add or
subtract the numerator. The denominator stays the same.
I understand that a fraction can be broken apart and put back
together in more than one way.
I understand there is a relationship between mixed numbers and
their equivalent improper fractions.
I can decompose a fraction into a sum in more than one way and
justify using a visual model.
I can solve word problems involving addition and subtractions of
fractions and mixed numbers with like denominators.
I can convert an improper fraction to a mixed fraction and back
again
Vocab: mixed number, improper fraction, decompose, compose,
common denominator.

Targets
I know that a fraction is part of a whole and has a
numerator and denominator.
I know what makes fractions equivalent.
I know equivalent means the numbers have the same
value.
I can use my multiplication facts and multiples to find
equivalent fractions.
I understand that fractions can be equivalent even when
numerators and denominators are not the same.
I can create models of fractions to see the parts of a
fraction.

MAFS.4.NF.1.2 Compare two fractions with different

numerators and different denominators, e.g., by creating
common denominators or numerators, or by comparing to
1/2
a benchmark fraction such as
. Recognize that
comparisons are valid only when the two fractions refer to
the same whole. Record the results of comparisons with
symbols >, =, or <, and justify the conclusions, e.g., by
using a visual fraction model.
Targets:
I know how numerators and denominators are used to
compare fractions.
I know when the common denominator is and can explain
how it is a multiple of the denominators being compared.
I understand that the denominator is how many equal parts
make the whole and the numerator is the number of parts
chosen or not chosen.
I understand that comparisons are valid only when the two
fractions refer to the same whole.
I understand that other fractions can be used as
benchmarks to help make comparisons.

Assessment (Do)
I can manipulate fraction tools to make equivalents.
I can explain how two fractions are equal.
I can draw pictures to represent equivalent fractions
I can create number sentences using equivalent fractions.
Vocabulary: numerator, divide, denominator, compare,
fraction, equivalent, fraction bar, multiply

Assessment (Do)
I can construct a visual model of 2 fractions being
compared.
I can use the correct symbol to compare fractions.
I can apply multiplication and division skills to change
denominators in order to compare fractions.
I can use a variety of strategies to compare fractions.

a/b
MAFS.4.NF.1.1 Explain why a fraction
is equivalent
nXa/nXb
to a fraction
by using visual fraction models, with
attention to how the number and size of the parts differ
even though the two fractions b nb themselves are the
same size. Use this principle to recognize and generate
equivalent fractions.

Vocabulary: common denominator, visual fraction models,

justify, benchmark fractions,

Page 6 of 11

4th Grade Plans

Mazlowski, Tomassi, White

January 6, 2015

Tomassis Original Groups: Changed 10/15, 11/15, 12/15

Tory (60), Tieler (50), Jaylen, Ben, Alexa (60), Faith (based on understanding of place value)

Cohen (95) & Jackson (100) (based on inventory)

Vinni, Madi, Aiden, Brielle, Ben, Haley, Joshua, Ethan, Pierce (50), Sami (50)

Jaden (40), Nevaeh (45), Christopher (40)

By aptitude and demonstrated pacing: 12/15
Stars: Jaylen, Cohen, Vinnie

Hexagons: Brielle, Ben,

Pentagons: Aiden, Jackson

Trapezoids: Tieler, Alexa, Faith, Aiden, Haley, Madi

Squares: Ethan, Pierce, Triangles: Sami, Nevaeh, Tori Joshua, Christopher, Jaden, Carlos, Abby
Jenns Groups

Whites Groups

Page 7 of 11

4th Grade Plans

Mazlowski, Tomassi, White

January 6, 2015

Main Course Selections Continue

MAXS Math Caf Topic 12 Menu

Standards & Objectives: OA 2.4, N F 1.1, N F 1.2
! Must: add and subtract fractions with common denominators
and simplify.
! Should: make common denominators so I can add and sub
tractions with unlike denominators.
! Could: Use models and equations to justify how I solve real world problems with
fractions and mixed #
Appetizer: Must complete for each lesson or unit
o
Vocabulary Choice/once a unit
o
Watch video on Nook or on Sophia (Mrs.Ts Version)
M ain Course: Must complete ALL for each lesson. Review and discuss results with a
partner. Self-Assess Understanding (0 to 5)
o Guided Practice (review and discuss with partner)
o Select from Main Course options.
o Problem Solving: All
Carry Out: (Homework): Choose one for each lesson then
review and discuss with partner. Self-Assess understanding (o to 5).
o Independent Practice: evens or odds
o Homework practice sheet
o Create a model for 5 Independent Practice Problems. Illustrate in IAN.
Dessert: Go to the Dessert Table and choose one AFTER you have completed 3 or 4
meals. Then reflect in your IAN with your thoughts and question.

Main

Course Selections

Lesson 1& 2/Adding Fractions with Like Denominators:

Hands on: Use fraction bars or strips to create equations to solve with fractions
that have the same denominator. For example, 3/6 + 2/6 = 5/6
Interpersonal/Linguistic: Toss and Talk 12-2 * or **
Visual Spatial: Play Fruit Splat Fraction Game Add Fractions
Lesson 3&4/ Subtracting Fractions with Like Denominators:
Musical: Fraction Subtraction Song by Webbcasts create a verse for the song to
explain how to add and subtract fractions with link denominators.
Interpersonal/Linguistic: Toss and Talk 12-4* or **
Visual Spatial: Play Fruit Splat Fraction Game Subtract Fractions

Page 8 of 11

4th Grade Plans

Lesson 5/Using a Number Line to Add and Subtract Fractions:

Hands On/Artistic: Draw number lines broken up into different increments.
Model how to add and subtract fractions. What if you go over a whole?
Musical: Watch Frozen Fractions by NookLane. Write a second verse to share
how why the denominator must be the same with adding or subtracting fractions.
Interpersonal/Linguistic: Teamwork 12-5 * or **
Lesson Algebra/ Fractions and Equations:
Lesson 6/Improper Fractions and M ixed Numbers:
Hands on/Artistic: Using graph paper, illustrate how Mixed Numbers can be
changed into Improper fractions and visa versa.
Interpersonal/Linguistic: Tic Tac Toe 12-6 * or **
Lesson 7/M ixed PS and Adding or Subtracting M ixed Numbers
Hands on: Using graph paper, illustrate how to add AND subtract Mixed
Numbers.
Interpersonal/Linguistic: Teamwork 12-7* or **
Visual Spatial: Play Fruit Splat Fraction Game Add Fractions with Mixed
Numbers.
Lesson 8/M ixed PS and Adding M ixed Numbers
Hands on: Using a number line, show how you can add or subtract Mixed
Numbers. Then, turn it into an equation and write a word problem to match.
Interpersonal/Linguistic: Display the Digits 12-8 * or **
Logical: Review Math Is Fun Website Add and Subtract Mixed Numbers
Lesson 9/Subtracting M ixed Numbers
Hands on: Create a Mobile to show subtracting fractions, improper fractions,
and Mixed Numbers. Hanging shapes have examples of each.
Interpersonal/Linguistic: Display the Digits 12-9 * or **
Logical: Review Scholastics Website -Subtract Mixed Numbers
Lesson 10/Decomposing & Composing Fractions
Hands on: Pop up foldable to show decomposing or composing fraction
Interpersonal/Linguistic: Clip and Cover 12-10 * or **
Logical: Create a flow chart that shows the steps to decomposing and composing
fractions.

Mazlowski, Tomassi, White

When all meals (lessons) complete,

see teacher for final UNIT assessment.

January 6, 2015