STRUCTURED CURRICULUM LESSON PLAN

Day: 098 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6A5, 6B2

ITBS/TAP: ISAT:
Demonstrate understanding of measurement Demonstrate understanding of measurement
concepts and skills concept and skills

Unit Focus/Foci

Fractions

Instructional Focus/Foci

Fractions of whole numbers

Materials

Six-Group Activity: Fractions and Mixed Numbers

Math journals
Counters

Educational Strategies/Instructional Procedures

Warm-up Activity:

How many squares are there? (14)

Solution:

1 × 3 square: 1
2 × 2 squares: 4
Single square: 9

52
Lesson:

Divide students into pairs. Distribute 30 counters to each pair. Tell students that in this lesson they
1
will find the fraction of a number. Ask: How many cents there are in of a dime? (5)
2

Have a student show this at the chalkboard by drawing ten circles and dividing them into 2 equal
groups. Tell students at their desks to show this using the counters. Inform students that another
1
way to find of a dime would be to divide 10 by 2.
2

05
Example: 2 10
10

Have them follow these procedures to solve the following problems.

1
1) of 12 = ________ (3)
4
1
2) of 15 = ________ (5)
3
1
3) of 24 = ________ (4)
6
1
4) Sara had 30 stickers. She gave of these away. How many did she give away? (6) How
5
many did she keep? (24)
1
5) of an hour? (6 minutes)
10
3
6) Have students use the counters to show of 8. (6)
4

Ask students if there is another way to find the answer. Have students divide 8 into 4 equal parts.
2 3 2
4 8 Next, take the 2 parts and multiply by 3. 2 × 3 = 6. So of 8 is 6. Write of 12.
4 3

53
Tell students they are going to use the division and multiplication method to solve. Ask which
2
number is the numerator in the fraction . (2) Ask which number is the denominator in the
3
2
fraction . (3) Ask which number is going to be divided. (The whole number 12) Pose the
3
2
following question: By which number will the 12 be divided? (3 - the denominator in ) What is
3
2
12 ÷ 3? (4) Which numbers will now be multiplied? (2 and 4) What is of 12? (8) Have
3
students check the answer using the counters.

3
Write of 20. Have students solve using the division or multiplication method and then check
10
3
using counters. Write of 100. Ask which of the two methods would be quicker to solve this
5
problem. (The division and multiplication method)

Ten Statements

Review the ten statements and have students write yes if they heard it in today’s lesson and no if
they did not. If the answer is no, say: The statement is true, but it was not heard in today’s lesson.

3
1. In the fraction , the numerator is 3. (yes)
5
2. The first step in the division and multiplication method is to divide the whole number by the
denominator. (yes)
1
3. To find of 12, 12 can be divided by 4. (yes)
4
4. The sum is the result of adding two or more numbers. (no)
1
5. of 10 = 5. (yes)
2
1
6. To show of 15 using the counters, the 15 counters would be divided into 3 groups. (yes)
3
7. A triangle is a polygon with 3 sides. (no)
8. The division and multiplication method is quicker than the counter method for finding a
fraction of a large number. (yes)
3
9. The denominator in is 10. (yes)
10
10. Mode is the number that occurs most often in a set of numbers. (no)

54
Free-Choice Lesson

Have students choose a lesson from the Free-Choice Activity sheet (one box per day).

Six-Group Activity

Have a group of six students, two from each ability level, complete an activity on Fractions and
Mixed Numbers as a teacher directed activity.

Math Workshop

Have students work in the Math Workshop after completing their Free-Choice Lesson.

Integration with Core Subject(s)

LA: Understand explicit, factual information

Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation: Six-Group Activity Lesson.

Technology:

Assessment

Student response during lesson Ten Statement Review

Homework

Give students 10 problems similar to those in lesson or from your text.

Teacher Notes

55
Six-Group Activity

Fractions: Fractions and Mixed Numbers

Materials:

10 index cards (3” x 5”)

1 black marker
1 pencil
1 envelope ( 9 ½ ” x 6 ½ ”)

Prepare the following index cards using the black marker to write the problems on the front of the
index cards and the pencil to write the answers of the back of the index cards.

2 6 8 10 16
2 2 2 2 8

24 20 18 24 24
8 10 6 6 3

Answers:

1 3 4 5 2

3 2 3 4 8

Have students write the whole number for each of the fractions. Show the students one card.
Allow time for them to write the answer. Turn the card over and say: The answer is…….

Make a copy of this study board and use it to reteach this lesson.

56
 Fractions and Mixed Numbers

4 8 12
This number line shows that = 1 , = 2 , and = 3.
4 4 4

0 1 2 3 4

_______________________________________________________

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

0 1 2 3
On the number line, the fractions , , , and are less than 1.
4 4 4 4

All of the other fractions on the number line are equal to or greater than 1. You can use division to
rewrite a fraction as a whole number.

12
Example: =12 ÷ 4 → 3
4

12
Read as “twelve divided by four” or “twelve fourths.”
4

35
Example: =35 ÷ 7 → 5
7

35
Read as “thirty-five divided by seven” or “thirty-five sevenths.”
7

32 6 3 12 4
Use these problems to work with students before doing the activity: , , , , and .
4 3 3 2 2

Tell students that they are going to do an activity on fractions and mixed numbers. Lay a card on
the table and instruct the students to write the whole number for each fraction. After each answer is
written, reveal the answer on the back of the index card and say: The answer is… … Store this
activity in the envelope.

57
 STRUCTURED CURRICULUM LESSON PLAN

Day: 099 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6A4, 6A5

ITBS/TAP: ISAT:
Perform arithmetic operations using fractions

Unit Focus/Foci

Fractions

Instructional Focus/Foci

Equivalent fractions-part 1

Materials

Six-Group Activity: Reducing or Simplifying Fractions

Math journals
Cuisenaire rods or fraction tower cubes (optional)

Educational Strategies/Instructional Procedures

Warm-up Activity:

1 3
1. of 14 = ______ of 12 = ______
2 4
1 2
2. of 15 = ______ of 9 = ______
3 3
1 3
3. of 12 = ______ of 15 = ______
6 5
1 5
4. of 20 = ______ of 30 = ______
4 6
1 7
5. of 25 = ______ of 50 = ______
5 10

Cuisenaire rods or fraction tower cubes can be used to show equivalents. Tell students that
fractions of the same amount can have different names.

58
Lesson:

Draw the following two figures on the board.

A B
Ask students how many equal parts there are in figure A. (2) Ask how many parts are shaded. (1)
1 2
Ask what fractional part of A is shaded. ( ) Ask the same questions for figure B. (4, 2, ) Ask
2 4
if the same amount is shaded in both figures. (yes)

Repeat this process with the following figures.

and
C D E F
Display the following problem.

Kathy and Sue bought a cherry pie. They cut the pie into 6 equal pieces. Kathy ate 2 of the pieces.
2 1
Sue said, “You ate of the pie.” Kathy said, “No. I only ate of the pie.” Who was right and
6 3
2 1
why? (They both were right because is the same as ). Illustrate for students as below.
6 3

Draw the following:

G H

59
Tell students to look at both sets of circles. Ask: What fraction of the circles in G are shaded.
2 1
( ) Ask what fracion of circles in H are shaded. ( ) Tell students to note the dotted line
4 2
3 1
dividing the set of circles into halves. Write and under figures G and H. Ask if the amounts
6 2
3 1
shaded in figures G and H are the same. (yes) Thus, and name the same amount.
6 2

Draw additional sets and ask questions about them.

Introduce the term equivalent fractions . Tell students that equivalent fractions are equal. To get
equivalent fractions, draw figures as directed earlier. Another method would be to multiply the
numerator and denominator of a fraction by the same number (not 0). This method would be
quicker than the other method.

Example:

1 = 2
2 4
We can see by the figures that 1 = 2 . Add X2 above and below the equal sign in the example.
2 4

X2
1 2
=
2 4
X2
Show the multiplication process to class.

Draw:

X3
3 ?
=
4 ?
X3

9
Have students compute the equivalent fraction. ( ) Review the multiplication with them.
12

60
Have students compute the next problem in their journals:

X4
1 ? 4
= ( )
2 ? 8
X4

Ten Statements

Review the ten statements and have students write yes if they heard it in today’s lesson and no if
they did not. If the answer is no, say: The statement is true, but it was not heard in today’s lesson.

1. To find equivalent fractions, multiply the numerator and denominator of a fraction by the same
number. (yes)
2. A number that is divided by a divisor is called the dividend. (no)
3. Fractions of the same amount can have different names. (yes)
4. There are 36 inches in a yard. (no)
5. 3/6 and 1/2 are different names for the same amount. (yes)
6. A square is a quadrilateral with four equal sides and four equal angles. (no)
7. 1/2 and 4/8 are equivalent fractions. (yes)
8. When finding an equivalent fraction, do not multiply the numerator and denominator by 0.
(yes)
9. Equivalent fractions are equal. (yes)
10. Drawing figures can show that fractions are equivalent. (yes)

Free-Choice Lesson

Have students choose a lesson from the Free-Choice Activity sheet (one box per day).

Six-Group Activity

Have a group of six students, two from each ability level, complete an activity on Reducing or
Simplifying Fractions as a teacher-directed activity.

Math Workshop

Have students work in the Math Workshop after completing their Free-Choice Lesson.

61
 Integration with Core Subject(s)

LA: Understand explicit, factual information

SC: Analyze and interpret data

Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation: Six-Group Activity Lesson.

Technology:

Assessment

Student response during lesson, Ten Statement Review.

Homework

2 4 3 9
Have students draw figures showing is equivalent to , and is equivalent to .
3 6 4 16

Teacher Notes

62
Six-Group Activity

Fractions: Reducing or Simplifying Fractions

Materials:

10 index cards (3” x 5”)

1 black marker
1 pencil
1 envelope (9 ½” x 6 ½”)

Prepare the following index cards using a black marker to write the problems on the front of the
cards. Use the pencil to write the answers on the back of the index cards.

6 7 3 9 25
12 28 9 45 30

21 20 15 8 2
24 50 30 24 4

Answers:

1 1 1 1 5
2 4 3 5 6

7 2 1 1 1
8 5 2 3 2

63
When you lay a card on the table, instruct the students to reduce or simplify the fraction using the
study board if necessary. After the students complete a card, reveal the answer by turning it over
and saying: The answer is … …

Make a copy of this study board and use it when reteaching this lesson.

Reducing or Simplifying Fractions

When you reduce a fraction, the value does not change. A reduced or simplified fraction is equal to
the original fraction. When you have reduced or simplified a fraction as much as possible, the
fraction is then in lowest terms.

15
Example 1. Reduce or simplify .
20

Step 1. Find a number that divides evenly into the numerator and the denominator of the fraction.
15 ÷ 5 3
5 divides evenly into both 15 and 20. =
20 ÷ 5 4

Step 2. Check to see if another number divides evenly into both numerator and denominator of the
newly-reduced fraction. Since no other number divides evenly into both 3 and 4, the fraction is
reduced or simplified as far as is possible.

48
Example 2. Reduce .
64

Step 1. Find a number that divides evenly into the numerator and the denominator of the fraction.
48 ÷ 8 6
8 divides evenly into both 48 and 64. =
64 ÷ 8 8

Step 2. Check to see if another number divides evenly into both numerator and denominator of the
6÷2 3
newly-reduced fraction. 2 divides evenly into both 6 and 8. =
8 ÷2 4

Step 3. Check to see if another number divides evenly into both the numerator and the denominator
of the newly-reduced fraction. In this case, the fraction is simplified or reduced as far as is
possible.

64
 18 5 30 14
Use these problems as practice problems: , , , and .
36 10 90 21

Tell the students that they are going to do an activity like the one they just finished. Lay a card on
the table and have the students simplify or reduce the fraction. After they finish, reveal the answer
by turning the card over and saying: The answer is… … Store this activity in the envelope.

65
 STRUCTURED CURRICULUM LESSON PLAN

Day: 100 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6A4, 6A5

ITBS/TAP: ISAT:
Perform arithmetic operations using fractions

Unit Focus/Foci

Fractions

Instructional Focus/Foci

Equivalent fractions – Part 2

Materials

Six-Group Activity: Equivalent Fractions

Math journals
Fraction tower cubes or cuisenaire rods (optional)
4 (3x5) index cards per student

Educational Strategies/Instructional Procedures

Warm-up Activity:

Distribute 4 index cards (3 × 5) to each student. Demonstrate and have students fold three of the
cards into 4 equal pieces. Then, tell students to tear the cards along the folds, and number the cards
0 through 9. There will be two extra pieces which will not be needed. On the 4th index card, have
students draw a fraction bar across the middle.

Review with students that the fraction bar separates

the numerator from the denominator. Review numerator and denominator.

Tell students to listen for a fraction and to use the number cards to make that fraction on top of the
4th index card, with the fraction bar.

Review numerator and denominator.

66
Lesson:

Review the definition of equivalent fractions. Draw two identical rectangles on the chalkboard.
Divide one rectangle into 2 equal parts, shading one part. Divide the 2nd rectangle into 8 equal
parts. Have a student shade in parts equal to the shaded area of the first rectangle. (4 parts)

2 X5 ?
Write = on the chalkboard. Have students multiply the numerator and denominator by 5.
3 ?
X5 2 10 4 ? 12X3
Ask what the equivalent fraction for is. ( ) Do the same for = ( )
3 15 7 ? 21X3
1 ?
Write = . Ask what they would multiply 3 by to get 6. (2) Replace the ? in the circle with 2.
3 6
X? 1
Ask students what they should multiply the 1 in by. (2) Draw a circle above the equal sign and
3
write X2 in it. Repeat this process with several more problems.

1 1
Write . Ask students to name three equivalent fractions for . Ask them to explain how they
4 4
got their answers.

Ten Statements

Review the ten statements and have students write yes if they heard it in today’s lesson and no if
they did not. If the answer is no, say: The statement is true, but it was not heard in today’s lesson.

1. The fraction bar separates the numerator from the denominator. (yes)
2. The denominator is the bottom part of the fraction. (yes)
3. The decimal point separates the dollars from cents. (no)
4. Equivalent fractions are equal. (yes)
5. To find equivalent fractions, the numerator and denominator of a fraction can be multiplied by
the same number. (yes)
6. Two yards are equal to six feet. (no)
1 2
7. and are equivalent fractions. (yes)
2 4
8. Fractions of the same amount can have different names. (yes)
9. The numbers one add, are called addends. (no)
10. The numerator is the top part of a fraction. (yes)

67
Free-Choice Lesson

Have students choose a lesson from the Free-Choice Activity sheet (one box per day).

Six-Group Activity

Have a group of six students, two from each ability level, complete an activity on Equivalent
Fractions as a teacher-directed activity.

Math Workshop

Have students work in the Math Workshop after completing their Free-Choice Lesson.

Integration with Core Subject(s)

LA: Understand explicit, factual information

Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation: Six-Group Activity Lesson.

Technology:

Assessment

Student responses during lesson Ten Statement Review

Homework

Given 2/5, have students find an equivalent fraction and explain how they arrived at the answer.

Teacher Notes

68
Six-Group Activity

Fractions: Equivalent Fractions

Materials:

10 index cards (5” x 7”)

1 envelope (9 ½” x 6 ½” )
10 Activity Cards
1 pencil
Scissors
Glue

Cut the activity cards out and glue one card to each index card for support. Use the pencil to write
the answer on the back of the card. Complete all cards in the same manner.

Answers:

1 2 1 3 3 6 3 9 1 4
= = = = =
4 8 4 12 4 8 4 12 2 8

1 2 3 6 3 6 1 2 2 4
= = = = =
3 6 5 10 6 12 2 4 4 8

Write a pair of equivalent fractions for each picture.

Make a copy of this study board to use when reteaching this activity.

Equivalent Fractions

Operations with fractions often involve finding equivalent fractions first. Fractions that are
equivalent name the same value.

69
Example:

1
Write three fractions that are equivalent to .
2

1 2 3 4
2 4 6 8

1 2 3 4
The fractions , , , and are equivalent fractions.
2 4 6 8

You can also use multiplication to find equivalent fractions. To use multiplication, choose a
number and multiply the numerator and the denominator by that number.

Example:

2
Write three fractions that are equivalent to .
5

2× 2 4 2× 3 6 2 × 10 20
= = =
5 × 2 10 5 × 3 15 5 ×10 50

4 6 20 2
The fractions , , and are all equivalent to .
10 15 50 5

Use these models and problems to reteach this activity.

1 4 1 2
( = ) ( = )
2 8 4 8

70
3 6 9 12 15 18
(possible answers are , , , , )
5 10 15 20 25 30
1 2 3 4 5 6
(possible answers are , , , , )
10 20 30 40 50 60

Tell the students that they are going to do an activity on finding equivalent fractions. Lay an
activity card on the table and ask the students to write a pair of equivalent fractions for each
picture. After displaying each card, reveal the answer by saying: The answer is……

71
ACTIVITY CARDS

72
ACTIVITY CARDS

73
ACTIVITY CARDS

74
ACTIVITY CARDS

75
ACTIVITY CARDS

76
ACTIVITY CARDS

77
ACTIVITY CARDS

78
ACTIVITY CARDS

79
ACTIVITY CARDS

80
ACTIVITY CARDS

81
 STRUCTURED CURRICULUM LESSON PLAN

Day: 101 Subject: Mathematics Grade Level: 4

Correlations (SG ,CAS,CFS): 6A4, 6A5, 6B2

ITBS/TAP: ISAT:
Perform arithmetic operations using fractions

Unit Focus/Foci

Fractions

Instructional Focus/Foci

Fractions in simplest form-part 1

Materials

Six-Group Activity: Raising to higher terms

Math journals
Sheet with 7 (2cm X 12cm) strips
Scissors
Crayons or colored pencils
1 envelope for each student

Educational Strategies/Instructional Procedures

Warm-up Activity:

Have students complete the following:

1 1 2 1 1
1. = 2. = 3. = 4. = 5. =
4 12 3 6 5 10 8 16 4 28

3 5 2 3 2
6. = 7. = 8. = 9. = 10. =
4 16 5 10 3 9 8 24 7 21

82
Lesson:

Distribute sheets with 7 (2m x 12cm) rectangles. Have students color one red, one blue, one green,
one orange, one yellow, one purple and one light brown. Have students neatly cut each of the
rectangles. Tell students to write the number 1 on the orange strip. Have students take the green
strip, fold it in the middle and cut along the fold. Ask students what each part is called. (half)
2
Have students lay the green pieces next to the orange one and note that = 1. Direct students to
2
1
write on each green piece. Tell students to take the red strip and cut it in half like they did the
2
green one. Next, have them cut the 2 red strips in half. Ask how many red strips they have now.
1 1
(4) Ask what each piece is called. ( ) Have students write on each of the pieces and lay them
4 4
2 4
next to the green pieces and note that 1 = = . Tell students to take the blue piece and cut it in
2 4
half. Have students cut the 2 blue pieces in half. Then, have them cut the 4 pieces in half. Ask
1
students how many blue pieces they now have. (8) Ask what each piece is called. ( ) Have
8
1
students write on each piece and lay them next to the red strips and note that
8
2 4 8 3
1 = = = = . Show students how to divide the yellow strip into 3 equal pieces have
2 4 8 3
students cut the strips into thirds and ask what each piece is called. (1/3) Have students write 1/3
on each piece, and lay them next to the blue pieces to show 1 = 2/2 = 4/4 = 8/8 = 3/3. Have
students take the purple piece and cut it into thirds. Have students cut each into thirds in half. Ask
1
how many pieces they have. (6) Ask what each piece is called. ( ) Have students label the
6
6
pieces and lay them next to others and note is equal to others.
6

Have students take the brown piece and cut it into thirds. Have students cut the thirds in half and
then cut the sixths in half. Ask how many pieces they have. (12) Ask what each piece is called.
1 12
( ) Have students label the pieces and lay them next to other pieces and note is equal to the
12 12
others.

83
Review parts of a fraction: numerator, denominator and fraction bar. Review equivalent fractions.

1 1
Write on the board. Using their fraction pieces, have students show and an equivalent
2 2
2 3 4 6
fraction. ( , , , ) Have students find other equivalent fractions using their fraction strips.
4 6 8 12

9
Have students show . Have them make an equivalent fraction using the fewest number of pieces
12
3 2
of one color. The pieces must be of one color. ( ) Have students show and again find an
4 8
1 3 9
equivalent fraction using the fewest number of pieces. ( ) Tell students that is in simplest
4 4 12
1 2
form and is in simplest form.
4 8

Tell students that another way to name a fraction in simplest form is to divide the numerator and
denominator of a fraction by the same number. Tell students that there can be no remainder.

Examples:

3 ÷3 1 5 ÷5 1
= =
9 ÷3 3 10 ÷5 2

8
At this point, use fractions that can only be divided by 1 number. Do not use fractions such as.
12
The numerator and deonminator can be divided by 2 and 4. These will be discussed in the next
lesson.

6
Write . Ask students what number they could divide into the numerator and denominator. (2)
8
3
Write the simplest form. ( ) Repeat this procedure with other fractions.
4

Have students store their fraction pieces in the envelopes. Collect them if desired.

84
Ten Statements

Review the ten statements and have students write yes if they heard it in today’s lesson and no if
they did not. If the answer is no, say: The statement is true, but it was not heard in today’s lesson.

1. The answer in subtraction is called the difference. (no)

9 3
2. in simplest form is . (yes)
12 4
3. Equivalent fractions are equal. (yes)
4. If one cut, thirds in half, one will get sixths. (yes)
5. There are 4 quarts in a gallon. (no)
6. The line that separates the numerator from the denominator is called the fraction bar. (yes)
3 8
7. = . (yes)
3 8
8. There are 180 minutes in 3 hours. (no)
9. To simplify a fraction, divide the numerator and denominator by the same number. (yes)
9
10. To simplify , divide the numerator and denominator by 3. (yes)
12

Free-Choice Lesson

Have students choose a lesson from the Free-Choice Activity sheet (one box per day).

Six-Group Activity

Have a group of six students, two from each ability level, complete an activity on Raising to higher
terms as a teacher-directed activity.

Math Workshop

Have students work in the Math Workshop after completing their Free-Choice Lesson.

Integration with Core Subject(s)

LA: Understand explicit, factual information

85
 Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation: Six-Group Activity Lesson.

Technology:

Assessment

Student responses during lesson, Ten Statement Review

Homework

Have students complete these problems.

8 ÷2 4 ÷2 15 ÷3
1. = ______ 2. = ______ 3. = ______
10 6 20
÷2 ÷2 ÷3

6 ÷3 12 ÷6 20 ÷5
4. = ______ 5. = ______ 6. = ______
12 18 25
÷3 ÷6 ÷5
Teacher Notes

86
Six-Group Activity

Fractions: Raising to Higher Terms

Materials:

10 index cards (3” x 5”)

1 black marker
1 pencil
1 envelope (9 ½” x 6 ½”)

Prepare the following index cards using a black marker to write the problems on the front of the
cards. Use the pencil to write the answers on the back of the index cards.

1 8 2 4 3
5 10 3 6 6

2 2 2 5 4
7 10 12 6 5

Answers:

Answers may vary. When you look at the answers written, say ok to each student if the answer is
correct. If the answer is not correct, give the correct answer.

Lay a card on the table and give the instructions to raise the fraction to a higher term. Give the
students time to write the answer before revealing the answer and saying: The answer is… …

Make a copy of this study board and use it when reteaching this lesson.

Raising Fractions to Higher Terms

Equivalent fractions can be made by raising them to higher terms. You raise fractions to higher
terms by multiplying the numerator and the denominator by the same number.

87
Note: You cannot use the number 1 to raise a fraction because the fraction remains the same.

1
Example 1. Raise to a higher term.
2

Multiply the numerator and denominator by 3.

1× 3 3 1 3
= ; and are equivalent.
2× 3 6 2 6

6
Example 2. Raise to a higher term.
8

Multiply the numerator and denominator by 4.

6 × 4 24 6 24
= ; and are equivalent.
8 × 4 32 8 32

2 10
Use these sample problems to show the students how to raise a fraction to a higher term. ( , ,
9 30
8 3
, and )
10 7

After you demonstrate how to solve the problems, tell the students that they are going to do an
activity that calls for them to raise fractions to higher terms. Lay a card on the table and give the
students a chance to write the answer. After they have written the answer, turn the index card over,
reveal the answer and say: The answer is… … Store all materials from this activity in the
envelope.

88
 STRUCTURED CURRICULUM LESSON PLAN

Day: 102 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6A4, 6A5

ITBS/TAP: ISAT:
Perform arithmetic operations using fractions

Unit Focus/Foci

Fractions

Instructional Focus/Foci

Fractions in simplest form-part 2

Materials

Six-Group Activity: Simplifying fractions

Math journals

Educational Strategies/Instructional Procedures

Warm-up Activity:

Distribute envelopes with fraction pieces from the previous lesson.

8
Using their fraction pieces from the previous lesson, have students show the fraction. Next,
12
have them show two equivalent fractions. One of those fractions must be made using the fewest
number of pieces. All pieces for each fraction must be one color.

Lesson:

Review fractions of whole numbers. Write the problems below on the chalkboard. Have students
copy and complete them in their math journals.

4 2
1. of 21 = ______ 2. of 35 = ______
7 5

89
Choose a couple of students to explain their solutions.

1) 21 ÷ 7 = 3, 4 × 3 = 12, therefore 4 of 21 = 12
7
2) 35 ÷ 5 = 7, 7 × 2 = 14, therefore, 2 of 35 = 14.)
5

Review equivalent fractions. Ask for definitions. Write the problems below on the chalkboard.
Have students copy and complete them in their journals.

1 8 4 12 5 ? 2 ?
3) = 4) = 5) = 6) =
4 ? 9 ? 6 36 5 40

Have students explain their solutions.

Review the lesson from last class session, fractions in simplest form. Write the problems below on
the board. Have students copy and complete them in their math journals.

14 ÷7 ? 4 ÷4 ?
7) = 8) =
21 ? 12 ?
÷7
6
Have students give their solutions. Write on the chalkboard. Ask students to tell what number
9
both the numerator and denominator can be divided by. (3) Remind them that there cannot be a
6 2
remainder for either division portion. Ask students for the simplest form of . ( )
9 3

12
Write on the chalkboard. Ask students what number can be divided into both the numerator
16
and denominator without any remainder. Ask students if they realize that 2 answers are possible: 2
and 4.

90
 12 ÷2
= and ask students for the solution. ( ) Write next to the equal sign.  = 
6 6 12 6
Show
16
÷2
8 8  16 8 
6
Have students look at . Ask if the 6 and 8 can be divided evenly by any number other than 1.
8
12 ÷26
(yes) Ask what that number is. (2) Show: = = ? Have students complete this portion of
16 ÷28
3
the problem. ( ) Ask if the 3 and 4 can be divided evenly by any number other than 1. (no)
4
12 ÷4
Therefore, this number is in simplest form. Write = on the chalkboard. Ask students for the
16 ÷4
3
solution. ( ) Ask students how the solutions were different. (One had 2 steps and the other 1).
4
Ask which solution was quicker. (The second one with one step) Ask why it was quicker. (The
division was done with a larger number 4.) Tell students they should always try to divide using the
12
largest number possible. This will help them find their solution quicker. Write . Repeat the
18
same process. Remind students that they can divide the numerator by 2, 3 and 6. Remind students
that a fraction is in simplest form when the numerator and denominator can only be evenly divided
by 1. Some students will grasp finding the greatest common factor concept before others. Stress to
students that using more than one step to find the simplest form is alright. Write the problems
below on the chalkboard. Have students copy problems in their math journals and find the simplest
form for each.

8 18 20 24
1) = 2) = 3) = 4) =
12 20 24 30

Have students explain their solutions. If they used more than one step, ask how they could have
solved the problems quicker. (By using larger divisors) Remind students again that it is alright to
use more than one step, but they should look for the largest common divisor possible.

Tell students that when they find the simplest form of a fraction that it is equivalent to the original
fraction. Therefore to find equivalent fractions, one can multiply or divide the numerator and
denominator by the same number other than 1 or zero.

91
Ten Statements

Review the ten statements and have students write yes if they heard it in today’s lesson and no if
they did not. If the answer is no, say: The statement is true, but it was not heard in today’s lesson.

1. Equivalent fractions are equal. (yes)

4
2. To find of 10, one divides 10 by 5 and multiplies 2 × 4. (yes)
5
3. A fraction is in simplest form when the numerator and denominator can be divided evenly by
only 1. (yes)
4. Taking more than 1 step to find the simplest form of a fraction is alright. (yes)
5. There are 60 seconds in a minute. (no)
6. To find equivalent fractions, one can multiply or divide the numerator and denominator by the
same number. (yes)
5
7. is an improper fraction. (no)
4
6
8. To find the simplest form of one divides the numerator and denominator by 6. (yes)
18
9. When the mean of a group of numbers is found, the average is found. (no)
10 5
10. If one divides the numerator and denominator of the fraction by 2, one gets get . (yes)
12 6

Free-Choice Lesson

Have students choose a lesson from the Free-Choice Activity sheet (one box per day).

Six-Group Activity

Have a group of six students, two from each ability level, complete an activity on Simplifying
Fractions as a teacher-directed activity.

Math Workshop

Have students work in the Math Workshop after completing their Free-Choice Lesson.

Integration with Core Subject(s)

LA: Understand explicit, factual information

92
 Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation: Six-Group Activity Lesson.

Technology:

Assessment

Students response during Ten Statement Review

Homework

Assign students to study notes and previous homework assignments for the test. Have students
16
explain how to find the simplest form of .
20

Teacher Notes

93
Six-Group Activity

Fractions: Simplifying Fractions

Materials:

20 index cards (3” x 5”)

1 envelope (9 ½” x 6 ½”)
1 black marker
1 pencil

Prepare the following index cards using the black marker to write the problems on the front of the
cards. Write the answers on the back of the cards in pencil.

2 2 1 6 1 9 3 15 5
(1) ( ) ( ) ( ) ( )
2 4 2 12 2 12 4 18 6
6 5 1 8 2 10 5 1
(1) ( ) ( ) (1) ( )
6 10 2 12 3 10 15 3
4 2 3 9 1 6 3 12 1
( ) (1) ( ) ( ) ( )
10 5 3 18 2 8 4 24 2
5 1 7 1 3 1 4 1 8
( ) ( ) ( ) ( ) (1)
20 4 14 2 15 5 12 3 8

Place the study board on the table with an example of a fraction that needs to be simplified. Say:
Simplifying a fraction means writing it an easier way with smaller numbers. Look at the following
examples to see how fractions are reduced.

15
Example 1: Simplify .
20

Find a number that divides evenly into the numerator and the denominator of the fraction. Ex: 5
15 ÷ 5 3
divides evenly into both 15 and 20. = .
20 ÷ 5 4

Check to see whether or not the numerator and denominator can be divided evenly by another
number. Since 3 and 4 cannot both be divided evenly by another number, the fraction is reduced as
far as possible.

48
Say: Look at the second example: .
64

94
Find a number that evenly divides the numerator and the denominator. 8 goes evenly into both 48
48 8 6
and 64. ÷ =
64 8 8

Check to see if another number goes evenly into both the numerator and denominator of the
fraction. Two evenly divides goes evenly into both 6 and 8. Check to see whether another number
goes evenly into both the numerator and denominator of the fraction. In this case, the fraction is
simplified as far as possible.

When you reduce a fraction, the value does not change. A reduced fraction is equal to the original
fraction.

Write the name of the activity and materials needed on the front of the 9 ½ “x 6 ½ “ envelope and
store the index cards and study board in it. Explain the rules for simplifying or reducing fractions.
Copy this study board.

Simplifying Fractions
6
Rule #1: If the numerator and denominator are the same, the fraction equals 1. Example: = 1,
6
5
= 1.
5

Rule #2: If the numerator can divide evenly into the denominator, this is a way to simplify.
5 1 3
; 5 goes into 10 two times and 5 goes into itself one time. The answer is . ;
10 2 6
1
3 goes into 6 two times. 3 goes into itself one time. The answer is .
2
2 1
The numerator can divide the denominator evenly. Ex.: = .
10 5

Rule #3: If the second rule won’t work, find a number (except 1) that can divide the
6
numerator and denominator evenly. Example: ; 2 can divide into 6 and 8 evenly.
8
6 2 3
÷ = .
8 2 4
Find the number that can divide both the numerator and denominator evenly. (3)
6 3 2
Ex.: ÷ =
9 3 3
6
When the numerator and denominator are the same, the fraction always equals one. Ex.: = 1;
6
5
= 1.
5

95
Tell the students that they are going to risk writing the answers to these problems. Begin by
placing an index card on a flat surface. Give the students one to two minutes to write the answer.
When giving the answer, turn the index card over and say: The answer is……

96
 STRUCTURED CURRICULUM LESSON PLAN

Day: 103 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6A4, 5; 6B2

ITBS/TAP: ISAT:
Demonstrate understanding of measurement Demonstrate understanding of measurement
concepts and skills concepts and skills
Perform arithmetic operations using fractions

Unit Focus/Foci

Fractions

Instructional Focus/Foci

Formal Assessment

Materials

Prepared test

Educational Strategies/Instructional Procedures

Distribute tests to students.

97
 Test

7
1) Shade in of this figure.
10

3
2) Shade in of this figure.
4

3) Shade in figure B to make it equivalent to figure A.

A. B
Write 2 equivalent fractions for each of the following:

1 2
4) , _______, _______ 5) , _______, _______
2 5

3
6) , _______, _______ 7) 1, _______, _______
4

Complete the equivalent fractions below.

2 4
8) = 9) =
3 9 4 16

5 7
10) = 11) =
6 36 12 24

98
Solve:

3 1
12) of 35 = ______ 13) of 18 = _______
5 9

5 2
14) of 24 = _______ 15) of 28 = _______
8 7

Write these fractions in simplest form:

14 12
16) = _______ 17) = _______
21 16

8 25
18) = _______ 19) = _______
10 30

Using the word box, name the parts of this fraction. Write the name on the line next to the letter.

Word Box

Dividend Fraction bar

6 A
B
Numerator Simplest form
Fraction Number
C
9 Solution Denominator
20) A= _________________________________

21) B = _________________________________

22) C= __________________________________

Solve:

1
23) Tina had 20 Beanie Babies. She put of them in her backpack. How many did she place in
4
her backpack?

24) Cory and Sam had 24 cars. If each of them took half, how many cars did they each get?

3
25) Kathy wants to pick of the flowers in her garden. If there are 36 flowers in her garden how
4
many flowers should she pick?

99
Ten Statements

Review the ten statements and have the students write yes if they heard it in today’s lesson and no
if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s
lesson.

No Ten Statements today.

Free Choice Lesson

Have students choose a lesson from the Free Choice Activity sheet (one box per day).

Six-Group Activity

No Six-Group Activity today.

Math Workshop

Have students work in the Math Workshop after completing their Free Choice Lesson.

Integration with Core Subject(s)

LA: Understand explicit, factual information

SC: Analyze and interpret data

SS: Select appropriate information for intended purpose

Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation:

Technology:

100
 Assessment

Formal

Homework

Teacher Notes

Answer key to test:

1) Students may shade any of the boxes.

2) Students may shade any 6 of the boxes.

3) Students may shade in any 6 of the boxes.

Possible answers (4 through 7)

2 4 4 6
4) , 5) ,
4 8 10 15

6 9 2 3
6) , 7) ,
8 112 2 3

8) 6 9) 16

10) 30 11) 14

12) 21 13) 2

14) 15 15) 8

2 3
16) 17)
3 4

4 5
18) 19)
5 6

20) Numerator 21) Fraction bar 22) Denominator

23) 5 24) 12 25) 27

101