C.

Hambleton
MIA 360 / Lesson Study
MIAA360: Lesson Study
Team Members: Christina Hambleton, Sandy Kraus, Lang Platt
Teaching Dates:

Wednesday, May 3rd

Concept for this lesson: Lesson Objective: Make equivalent fractions with the number line, the area model, and numbers.

Grade Span______4th_________
Stage of Lesson

Engage
Time:
10 minutes
Skip-counting on clock by
Materials:
Toy Clock w/large hands

Teacher Does
Directions or Teacher Questions

Student Does
Expected Student Responses
Student Activities

Standard
CCCSSM,

T: Lets count by 1/4 hours. (Rhythmically

point up until a change is desired. Show a
closed hand, and then point down.
Continue, alternating the starting point.)

S: 1/4 hour, 2/4 hour, 3/4

hour, 1 hour, (stop). 11/4
hours, 12/4 hours, 13/4
hours, 2 hours, (stop). 13/4
hours, 12/4 hours, 11/4
hours, (stop).

4.NF.1 - Explain

Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd

why a

fraction a/b is
equivalent to a
fraction (n x a)/(n x b)
by using visual
fraction models, with
attention to how the
number and size of the
parts differ even
though the two
fractions themselves
are the same size. Use
this principle to
recognize and
generate equivalent
fractions.

C.Hambleton
MIA 360 / Lesson Study

Explore & Explain

Time:
15 minutes
Application problem reviews
division & partitioning as it
relates to fractions.
Materials:
Mini White
Boards/Markers/Erasers

15 pounds of rice are separated equally into 4 containers.

How many pounds of rice are in each container? Express
your answer as a decimal and as a fraction.
T: Lets read the problem together.

S: (Read chorally.)

T: Share with your partner: What do you see when you hear
the story? What can you draw?

S: (Share with partners.)

T: Ill give you one minute to draw. Explain to your partner

what your drawing shows. (After a brief exchange.) Whats
the total weight of the rice?

S: 15 pounds

T: 15 pounds are being split equally into how many

containers?
T: So, the whole is being split into how many units?
T: To find 1 container or 1 unit, we have to?
T: Tell me the division expression. (write on board)
T: Solve the problem on your personal white board. Write
your answer in decimal form (Pause.) INTERVENTION:
walk around room and assist students that do not know how
to divide with decimals. Show your board. Turn and explain
to your partner how you got the answer. 15 4 = 3.75.
(After students share.) Show the division equation

S: 4 containers.
S: 4 units.
S: Divide.
S: 15 4.
S: 15 4 = 3.75 = 3 75/100.

T: Express 75 hundredths in its simplest fraction form.

INTERVENTION: walk around room and assist students
that do not know how to reduce.

S: 3 fourths.

T: Write your answer as a whole number (with decimals)

and a fraction in its simplest form.

S: 15 4 = 3.75 = 3 75/100 =
3 3/

T: So, 3 and 3 fourths equals 3 and 75 hundredths. Tell me

your statement containing the answer.

S: Each container holds 3.75 lbs. or 3

3/4 lbs. of rice.

Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd

C.Hambleton
MIA 360 / Lesson Study

Explore & Explain:

Problem 1: Make fractions equal to /.

Time:
30 minutes

T: Take your paper strip. Hold it horizontally. (demonstrate)

Fold it vertically down the middle. How many equal parts
do you have in the whole?

Materials:

Materials: (S) 4 paper strips 8

1/2 1

T: What fraction of the whole is 1 part?

S: 2.

S: 1 half.

T: Draw a line to show where you folded your paper and

label each half, 1 out of 2 units. (1/2) Make additional
paper strips that show thirds, fourths, and fifths.
INTERVENTION: walk around room and assist students
that are having difficulty with task
T: (After about 3 minutes.) Draw a number line (on white
board ) that is a little longer than your paper strip. Use your
strip as a ruler to mark zero and 1 above the line, as well as
0/2,1/2,and 2/2 below the line. (write on board)
INTERVENTION: walk around room and assist students
that are having difficulty with task
T: (Allow work time.) Sketch a square that is
approximately 1 inch 1 inch beneath your number line.
This is representing the same 1 whole as the number line.
For today, show half by vertically dividing the square.
Shade 1 half on the left. INTERVENTION: walk around
room and assist students that are having difficulty with task
T: (Allow work time.) Draw another square to the right of
that one. Shade it in the same way to represent 1/2.
INTERVENTION: walk around room and assist students
that are having difficulty with task

Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd

C.Hambleton
MIA 360 / Lesson Study
T: Partition 1 half horizontally across the middle.

S: 1/2 or 2/4.

T: What fraction is shaded now?

T: (Record numerically referring to the picture.) 1 group of

2 out of two groups of 2.

T: Explain how we have represented the equivalent

fractions to your partners. (Students discuss.)
INTERVENTION: walk around room and assist students
that are having difficulty with task

T: Show me 2/4 on the number line. (Students show.) Yes, it

is exactly the same value as 1 half. It isexactly the same
point on the number line.
T: Work with your partner to draw another congruent
(define) square with 1 half shaded. This time, partition it
horizontally into 3 equal units (2 lines) and record the
equivalent fraction as we did on the first example. If you
finish early, continue the pattern. INTERVENTION: walk
around room and assist students that are having difficulty
with task

Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd

C.Hambleton
MIA 360 / Lesson Study
Stage of Lesson

Teacher Does
Directions or Teacher Questions

Evaluate:

T: Invite students to review their solutions for the

S: Work together to explain their
Problem Set. They should check work by
solutions to partner
comparing answers with a partner before going
over answers as a class. Look for misconceptions
or misunderstandings that can be addressed
before the ticket out the door. Guide students in a
conversation to debrief the Problem Set and
process the lesson. INTERVENTION: walk
around room and assist students that are having
difficulty with task

Time:
_15 minutes
Materials:
Mini white boards
Ticket out the door activity

Student Does
Expected Student Responses
Student Activities

Standard
CCCSSM, MPS,
NGSS,
21st Century

T: Distribute exit ticket to students. Collect,

evaluate, and assess. Create groups in alignment
with exit ticket answers for following day
reinforcement activity.
Tiered Learning
o Students will be divided into
groups to further modeling and
number line activities
o Students who did not correctly
answer the exit ticket will work
with teacher

Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd