STRUCTURED CURRICULUM LESSON PLAN

Day: 104 Subject: Mathematics Grade Level: 4

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

ITBS/TAP: ISAT:
Perform arithmetic operations involving Demonstrate understanding of measurement
fractions concepts
Use number sentences to represent solutions

Unit Focus/Foci

Fractions

Instructional Focus/Foci

Whole numbers and mixed number 1

Materials

Six-Group Activity: Changing mixed fractions to improper fractions

Math journals
1 worksheet #1 for each student
1
worksheet #2 for each student
2
1 work mat for each student
Overhead projector and pens
Scissors
Crayons, colored pencils, or markers for each student (see worksheet for colors)
1 envelope for each student
1 transparency of worksheet #2 and workmat
2 transparencies of worksheet #1

Educational Strategies/Instructional Procedures

Warm-up Activity:

1. 4 19 2. 5 37 3. 6 34 4. 8 69 5. 3 27
6. 7 53 7. 4 33 8. 5 49 9. 6 27 10. 8 52

103
Lesson:

Cut out transparency pieces of worksheets 1 and 2. Distribute one copy of worksheet #1 and half
of worksheet #2 to each student. Have students color the strips appropriately and then cut the
pieces. Next, have students put the pieces in piles according to color.

Have students show one whole. Most will display a red strip. Accept any equivalent answer.
2 3
Next, have students show one whole using different pieces. Answers will vary such as , ,
2 3
etc. Have a student or two show this using the transparency pieces. Remind students that the
denominator tells how many equal parts are needed to make a whole. The numerator tells how
many of those equal parts exist.

8 1
Write on the transparency. Have students place eight pieces on their workmat. Next, have
4 4
8
students tell another name for . (2)
4

Have students place 1 red piece and 2 orange pieces on the work mat. Ask students how much
2 2
they have. ( 1 ) Write 1 on the chalkboard or transparency. Tell students that this is a mixed
3 3
number. Ask why they think it is a mixed number. (It is made up of a whole number and a
fraction). Have students write this term and its meaning in their journals.

4 4
Write 3 on the chalkboard or transparency. Have students write 3 . Have a student show
5 5
1
this mixed number using the transparency pieces. Follow this same procedure for 2 .
6

Have students take 5 yellow pieces and place them on the workmat. Ask how much they
have. 1  Since will not fit in one column, tell students to make the connection that they
1 5
 4 4
have more than 1.

Give each student an envelope and have them write their name on them envelope they are given.
Instruct students to place their fraction pieces in envelopes.

104
 9 9
Write on the chalkboard or transparency. Tell students that is an improper fraction. This
4 4
means the numerator is larger than the denominator. Direct students to write this in their math
journals. Ask students to name the denominator. (4) Ask how many parts it takes to make up a
9
whole. (4) Ask how many parts they have. (9) Ask how many wholes they can make from .
4
1
(2) Place the eight pieces on the transparency workmat to show the two wholes. (1) Place
4
1 9 1
that piece on the work mat. Check that students understand that is equal to 2 . Tell
4 4 4
students that this is a proper fraction because the numerator is smaller than the denominator.

14
Tell students that division can also be used to change a fraction to a mixed number. Write on
6
the chalkboard or transparency. Tell students to do the same in their math journals. Review the
following steps with class.

Step 1: Divide the numerator by the denominator.

2 R2
6 14
- 12
2

Step 2: Write the quotient as the whole number, and write the remainder and divisor as a
fraction.

2 < − − − − − remainder
Quotient àà2
6 < − − − − − − divisor

Step 3: Write the fraction in simplest form.

2 1
2 =2
6 3

1 14 2
Take fourteen pieces and place them on the overhead work mat to show that = 2 . Ask
6 6 6
1 1
with what the two pieces can be substituted with. (A piece)
6 3

105
 12
Write on the transparency or chalkboard. Take students through the three steps to find the
8
equivalent mixed number.

17 16 11 21
Write and on the chalkboard. Have four students complete these problems on the
5, 8, 7, 9
chalkboard while the remaining students work them out in their math journals.

Collect the workmats and envelopes containing the fraction pieces. If desired, tell students to
write their names on the workmats.

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. A mixed number is made up of a whole number and a fraction. (yes)

2. The only even prime number is 2. (no)
6
3. equals one whole. (yes)
6
4. The denominator tells how many equal parts are needed to make a whole. (yes)
5. A line is a straight figure that extends in both directions. (no)
6. When the numerator of a fraction is larger than the denominator, the fraction is called
improper. (yes)
7. The numerator tells how many of those equal parts exist. (yes)
8. When changing an improper fraction to a mixed number, divide the numerator by the
denominator. (yes)
9. An angle is a figure formed by 2 rays with the same endpoint. (no)
10. Division can be used to change a fraction to a mixed number. (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 students, two from each ability level, complete an activity on Changing mixed
Fractions to improper fractions as a teacher directed activity.

Math Workshop

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

106
 Integration with Core Subject(s)

LA: Understand explicit, factual information

SC: Analyze and interpret data

SS: Sequence information, especially using timelines

Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation: Six-Group Activity Lesson.

Technology:

Assessment

Student response during lesson, Ten Statement review

Homework

Assign students to write these fractions as whole numbers in simplest form.

16
(1)
7
27
(2)
9
34
(3)
4
63
(4)
10
46
(5)
6
(6) Explain how to change 26 into a mixed number using division.
5

Teacher Notes

107
108
 Fractions Worksheet #2

1 1 1 1

1 1 1 1

109
Fractions Worksheet #2

110
Six-Group Activity

Mixed Fractions: Changing Mixed Numbers to Improper Fractions

Materials:

10 index cards (3” x 5”)

1 black marker
1 pencil

Write the following problems on the index cards. Write the answers on the back of the index
cards in pencil:

1 9 2 20 2 18 1 17 2 10 3 43 2 47 2 23 2 11 2 29
2 ( ) 3 ( ) 4 ( ) 8 ( ) 2 ( ) 10 ( ) 9 ( ) 7 ( ) 3 ( ) 9 ( )
4 4 6 6 4 4 2 2 4 4 4 4 5 5 3 3 3 3 3 3

Copy the study board to use with the reteaching lesson.

Changing Mixed Fractions To Improper Fractions

+2
10 Step 1: Multiply the whole number times the denominator, 10× 3 = 30
×3
Step 2: Add the numerator. 10 × 3 + 2 = 32
32
Step 3: Write the answer as the new numerator . Use the original denominator as
3
+2 32
the denominator. Example: 10 ; 10 × 3 + 2 = 32; .
×3 3

Display the study board so that the students can follow along as you show them how to change
mixed numbers to improper fractions.

Say: An important skill in multiplication and division of fractions is changing a mixed number,
1
such as 2 , to an improper fraction.
4

Write the steps down as you say them.

1
Example 1. Change 3 to an improper fraction.
4

Step 1. Multiply the denominator by the whole number. 4 × 3 = 12

Step 2. Add the product and the numerator. 12 + 1 = 13
13
Step 3. Write the sum over the denominator.
3

111
 1
Example 2. Change 6 to an improper fraction.
2

Step 1. 6 × 2 = 12
Step 2. 12 + 1 = 13
Step 3. Write 13 over 2.

1 13
The answer is 6 = .
2 2

1 28 3 53 1 25
Use these examples 9 ( ), 10 ( ) and 4 ( ) to work with the students before the
3 3 5 5 6 6
activity.

Tell the students you are going to have them risk writing the answers to some math problems.
Place one card on a flat surface and give the students one to two minutes to write the answer. As
you turn the card over to reveal the answer, say: The answer is……

112
 STRUCTURED CURRICULUM LESSON PLAN

Day: 105 Subject: Mathematics Grade Level: 4

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

ITBS/TAP: ISAT:
Perform arithmetic operations involving Demonstrate understanding of measurement
fractions Concepts
Using number sentences to represent solutions
Demonstrate understanding of measurement
concepts

Unit Focus/Foci

Fractions

Instructional Focus/Foci

Whole numbers and mixed numbers –part 2

Materials

Six-Group Activity: Adding like fractions and mixed numbers

Math journals
Envelopes with fraction pieces
1 workmat for each student
Overhead projector and pens
1 transparency of workmat
Transparency fraction pieces

Educational Strategies/Instructional Procedures

Warm-up Activity:

Change these improper fractions to proper fractions in simplest form.

17 8 36 25 42
1. 2. 3. 4. 5.
4 3 7 5 8
21 18 33 54 30
6. 7. 8. 9. 10.
7 4 2 8 10

113
Lesson:

Distribute the envelopes containing the fractions pieces and workmats. Have students put pieces
piles according to color.

1) review parts of a fraction and what each part means

2) different ways to make one whole, definitions of proper and improper fractions
3) and changing an improper fraction into a whole number or mixed number in simplest form

As part of this review, ask questions and have students come to the chalkboard to complete
problems.

Introduce changing a mixed number into an improper fraction. Using the workmat, show two
wholes. Ask students another way they could show this using all fraction pieces of the same
4 6 8
size. Answers may include , , , etc.
2 3 4

Write 1= on the transparency. Have students copy the problem in their math journals. Tell
5
students that to find the missing numerator they must multiply the denominator times the whole
number. Ask students for the product of 5× 1. (5) Write the product in the blank numerator
1
space on the transparency. Repeat the process for 3 = and 5 = . Write 4 = on the
6 7 2
1
chalkboard. Tell students that they are going to change 4 into an improper fraction. First, ask
2
what the denominator is for the fraction part of the mixed number. (2) Second, tell them the
denominator will stay the same and have them write the 2 as the denominator. Third, tell them to
multiply the denominator times the whole number. (8) Fourth, ask what the numerator is for the
fraction part of the mixed number. (1) Fifth, have them add the numerator to the product of the
denominator times the whole number (1+8=9) Sixth, have students write the 9 as the numerator.
3 2
Repeat this process for , and 6 .
5 3

Collect workmats and envelopes with fraction pieces.

114
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. When the numerator of a fraction is larger than the denominator the fraction is called
improper. (yes)
2. To change a whole number into an improper fraction, multiply the denominator times the
numerator. (yes)
3. When changing an improper fraction to a mixed number, divide the numerator by the
denominator. (yes)
4. The number 267 has three digits. (no)
5. To change a mixed number into an improper fraction, multiply the denominator times the
whole number and then add the numerator. (yes)
6. When changing a mixed number into an improper fraction the denominator stays the same.
(yes)
7. A mixed number is made up of a fraction and a whole number. (yes)
8. One mile is equal to 5280 feet. (no)
9. Division can be used to change an improper fraction into a whole or mixed number. (yes)
10. A graph is a picture that organizes data. (no)

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 students, two from each ability level, complete an activity on Adding like
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

SC: Analyze and interpret data

SS: Sequence information, especially using timelines

115
 Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation: Six-Group Activity Lesson.

Technology:

Assessment

Student response during lesson, Ten Statement review

Homework

Assign students to write a mixed number and explain how to change it into an improper fraction.

Teacher Notes

116
117
 Fractions Worksheet #2

1 1 1 1

1 1 1 1

118
Fractions Worksheet #2

119
Six-Group Activity

Fractions: Adding Like Fractions and Mixed Numbers

Materials:

10 index cards (5” x 7”)

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.

3 1 5 2 2 1 2 7 15 22
6 +1 9 +2 1 +4 6 +5 +
4 4 6 6 5 5 10 10 24 24

7
10 2 6 5 3
8 13 18 40 125
3 10 15 5
4
+5 1 1 3 2
8 +34 +40 +67 +25
3 10 15 5

Answers:

1 3 9 13
8 12 5 11 1
6 5 10 24

3 7 8
16 48 58 107 151
8 10 15

Place a card on the table and explain to the students that you want them to use the steps in
solving addition problems with fractions and mixed numbers. Give the students time to answer
each problem, then turn the index card over, reveal the answer and say: The answer is … …

120
Make a copy of this study board and use it when reteaching this activity.

Adding Like Fractions and Mixed Numbers

In solving addition of fractions problems with like denominators, add the numerators and do not
change the denominator.

6 1
Example 1: Add + .
8 8

6+1 7
Step 1. Add the numerators = .
8 8

7
Step 2. Write the common denominator.
8

Step 3. Simplify (reduce) if necessary.

4 2
Example 2: Add 3 + 5 .
5 5

Add mixed numbers the same way. Regroup, if needed.

Step 1. Add the whole numbers. 3+5=8

4 2 6
Step 2. Add the fractions. + =
5 5 5

1 R1 1
Step 3. Regroup the improper fraction. 56 =1
5
5
1

1 1
Step 4. Add the whole numbers 8 + 1 = 9 .
5 5

2 1 2 7
Use these sample problems to reteach this activity: 1 + 4 and 6 + 5 .
5 5 10 10

Tell the students that they are going to do an activity like the one they just finished. They are
going to solve the problems using the steps practiced and the study board. Give the students time
to answer the question before you reveal the answer by turning the index card over and saying:
The answer is… … Store all materials from this lesson in the envelope.

121
 STRUCTURED CURRICULUM LESSON PLAN

Day: 106 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6A4, 6A5, 6B1

ITBS/TAP: ISAT:
Perform arithmetic operations involving Demonstrate understanding of measurement
fractions concepts
Demonstrate understanding of measurement
concepts

Unit Focus/Foci

Fractions

Instructional Focus/Foci

Comparing fractions and mixed numbers

Materials

Six-Group Activity: Comparing and ordering fractions

Math journals
Envelopes with fraction pieces
1 workmat for each student
Overhead projector and pens
1 work mat transparency
Transparency fraction pieces

Educational Strategies/Instructional Procedures

Warm-up Activity:

Instruct students compare these numbers.

1. 684 648 2. 2147 2417

3. 3900 4000 4. 4875 4976
5. 16,493 16,495 6. 18,596 19,427
7. 430 397 8. 6.75 6.00
9. 3.8 3.6 10. 15.2 1.3847

122
Lesson:

Distribute the envelopes containing the fraction pieces and the workmats. Have students put
pieces in piles according to color.

Ask students to explain why numbers are compared. (To show which number has the greater or
1
lesser value.) Tell students to place on the first strip on the workmat using a yellow piece.
4
3 1 3
Have students show on the second strip using yellow pieces. Have students write in
4 4 4
their math journals. Show these steps using the overhead transparency. Tell students they are
going to compare the two fractions. Ask what symbol we would be used to show the comparison
of the fractions. (Chevron) Ask which way the chevron always points. (The chevron always
1 3
points toward the smaller number or fraction.) Ask students to compare to . Tell students
4 4
to look at the denominators. Make sure students realize that they are the same. Next have them
look at the numerators. (1 and 3) They should see that they are different. Have students
compare the numerators. (1<3) Check to see that students understand that if the denominators
are the same they will use the numerators to make the comparison. Have students write the
1 3
appropriate chevron in the circle. ( < )
4 4

5 2
On the chalkboard, write . Have students write this comparison number sentence in
6 3
their math journals. Next, have students place the teal (blue-green) and orange pieces on the
workmat to represent the two fractions. Have students write the appropriate chevron for the
1 5 5 10
comparison. (>) Repeat this process for , and .
2 8 6 12

Have a student write two fractions on the chalkboard. Tell the other students to make them using
their fraction strips. Have another student come to the chalkboard and write the appropriate
chevron for the comparison. If the student is correct, he/she may write two more fractions to be
compared.

123
 1 3
Write 2 1 on the transparency. Have students make these mixed numbers using their
4 4
fraction pieces. Ask if it is necessary to look at the fractions to make the following comparisons.
5 1
(no) Why? (2 is greater than 1) Write 1 1 Ask if it is necessary to look at the fractions
6 6
to make the comparison. (yes) Why? (The whole numbers are the same for each mixed number.)
Ask students what they should do next. (They should look at the denominators and determine if
they are the same.) Are they? (yes) Now have them look at the numerators and determine if 5 is
greater than or less than 1. (greater than) Ask which way the chevron will point. (>) Have a
student read the comparison aloud.  1 > 1  Repeat this comparison process with two new
5 1
 6 6
mixed numbers with like denominators (32).

1 3
Write 2 2 . Take students through the same steps. Since the denominators are different,
4 8
tell students to make the fractions have “like” denominators. Tell them that one way to do this
would be to multiply the denominators (4 and 8) to get a common denominator (32).
1 3
Write = =
4 32 8 32

Ask students to find the equivalent fractions.

1 8 3 12
= =
4 32 8 32

2 . Have students complete the comparison.  2 < 2  . Next, have

1 3 1 3
Write 2
4 8  4 8
students use their fraction pieces to verify their answer. Repeat this comparison process with
two new fractions.

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 symbol used to show the comparison of two fractions is called a chevron. (yes)
4 3 3
2. When comparing and , the chevron should point toward the . (yes)
5 5 5
3. One should look at the denominators first when comparing fractions. (yes)
4. 50% of 20=10. (no)
5. One compares numbers when one wants to show which number has the greater or lesser
value. (yes)

124
6. The chevron always points toward the smaller number or fraction. (yes)
7. When comparing fractions with like denominators, use the numerators to make the
comparison. (yes)
8. The formula for area is A=lxw. (no)
9. One way to compare fractions is to use fraction strips to show fraction amounts. (yes)
10. The answer to a multiplication problem is called the product. (no)

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 students, two from each ability level, complete an activity on Comparing and
ordering 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

SC: Analyze and interpret data

SS: Sequence information, especially using timelines

Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation: Six-Group Activity Lesson.

Technology:

125
 Assessment

Student response during lesson, Ten Statement review

Homework

Assign students to compare the following fractions and mixed numbers:

Write <, >, or =.

1 7 1 3 7 8
1. 2. 3. 8 7
8 8 2 4 9 9
1 2 5 1 1 1
4. 5 5. 1 6 6. 3 3
3 3 6 6 2 3
2 3 4 8 7 9
7. 8. 9. 1 1
5 4 8 16 10 10
36
10. 6
6

Teacher Notes

126
Six-Group Activity

Fractions: Comparing and Ordering Fractions

Materials:

5 index cards (5” x 7”)

1 black marker
1 pencil
1 envelope (9 ½” x 6 ½”)
1 blank piece of paper (8” x 10”) for the study board

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.

2 2 2 3 3 1 1 3 9 1 1 5 7 2 6 5
, , , , , , , , , , ,
3 6 4 5 15 10 2 7 14 3 4 12 14 3 8 6

Answers:

2 2 2 1 3 3 3 1 9 1 7 1 5 2 6 5
, , , , , , , , , , ,
6 4 3 10 15 5 7 2 14 4 24 3 12 3 8 6

When you lay a card on the table, instruct students to write the fractions in each set from smallest
to largest. After the students write the answer, turn the index card over, reveal the answer and
say: The answer is … …

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

127
 Comparing and Ordering Fractions

When comparing and ordering fractions, you must find a common denominator. The larger
fraction will have the larger numerator.

1 1
Example: Which is the smallest fraction, or ?
3 2

Step 1. Find the LCD of 3 and 2. 6

×2 ×3
1 2 1 3
Step 2. Raise the fractions to higher terms. = =
3 6 2 6
×2 ×3

2 3
Step 3. Compare. < .
6 6

1 1
Answer: is less than .
3 2

5 3 2
Arrange , , and in order from smallest to largest.
12 4 3

Step 1. Find the LCD of 12, 4, 3. 12

×1 ×3 ×4
5 5 3 9 2 8
Step 2. Raise the fractions to higher terms. = = =
12 12 4 12 3 12
×1 ×3 ×4

5 8 9
Step 3. Order the fractions. , ,
12 12 12
5 2 3
From smallest to largest: , ,
12 3 4

Say: I am going to lay a card on the table and I want you to compare and order the fractions.
Give the students time to answer the question before revealing the answer and saying: The
answer is … … Store all materials from this lesson in the envelope.

128
 STRUCTURED CURRICULUM LESSON PLAN

Day: 107 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6A4, 6B1, 6B3, 6B4

ITBS/TAP: ISAT:
Perform arithmetic operations involving Demonstrate understanding of measurement
fractions Concepts
Demonstrate understanding of measurement
concepts

Unit Focus/Foci

Fractions

Instructional Focus/Foci

Ordering fractions and mixed numbers on the number line

Materials

Six-Group Activity: Adding like denominators

Math journal
Student envelopes with fraction pieces
Fraction worksheet #3 (Number line)
Overhead projector and pens
Fraction worksheet #3 transparency
Transparency fraction pieces
1 index card for each student

Educational Strategies/Instructional Procedures

Warm-up Activity:

Write these problems and directions on the chalkboard.

Complete:
4 14 24 35
1. =? 2. =? 3. =? 4. =?
1 7 3 5

129
Find the mixed number or the whole number. Write the fractions in simplest form.

5 10 18 34 26
5. = ____ 6. = ____ 7. = ____ 8. = ____ 9. = ____
3 8 10 8 5

Write the mixed number.

10. Three and five-eighths 11. One and three sixteenths

Solve

12. Sandy practiced the piano for 9 half-hour periods. How many hours did she practice?

Review the answers to the problems with the students.

Lesson:

Have students take notes in their math journals. Write all examples on the chalkboard.

When going over the answers to the warm-up activity review the terms: proper and improper
fractions, mixed numbers, whole numbers, parts of a fraction and chevrons. Also, review
the steps for solving the problems. Ask students to explain how they arrived at their answers.
Review how to compare fractions and mixed numbers.

1 1
Write 3 3 . Have students explain the steps.
4 2

Introduce ordering fractions and mixed numbers. Distribute the fraction worksheet #3
(Number line) and student envelopes with fraction pieces.

1
Tell students to take out their pink pieces and place them along number line #1. Then, have
2
1 2 3 4
them write the fractions and above the number line.
2, 2, 2 2

1 2 3 4
0
2 2 2 3 Display fractions and mixed numbers
on the transparency.
1
0 1 1 2
2

130
 1
Next, have students show 1 on the number line using as few pieces as possible. (1 red and 1
2
3 1
pink). Tell students to note that = 1 . Ask students to write the mixed number below the
2 2
number line.

1
Have students place their one-fourth pieces along the number line. Have them write through
4
8
above the number line.
4

1 2 3
Next, direct students to show 1 1 1 using their red and yellow pieces. Tell students to
4, 4, 4
write the mixed numbers below the number line.

2 4 6 8 Display these fractions and mixed numbers

1 4 3 4 5 4 7 4 on the transparency.
4 1 4 2 4 3 4 4
2 2 2 2

1 1
1 1
3
0 1 4 2 1 2
2 2 4
1 1
8 4

1
Repeat this process on the number line #1 using the pieces.
8

Discuss the equivalent fractions and mixed numbers.

Tell students to note that when ordering mixed numbers they should look at the whole number
first.

On line #2, have students write the fractions and mixed numbers for thirds, sixths and twelfths
just as they did on number line #1.

131
Have students look at the number lines and find equivalent mixed numbers or improper fractions
for the following:
2  1 3 4 12 6 
1. 1 = 1 1 
4  2, 2, 8, 8, 4 
10 5 2 4 20 8
2. =  1 1 1 
6  3, 3, 6, 12, 12 
1 4 2 8 4 16 
3. 1 =  1 1 
3  3, 6, 6, 12, 12 
14  3 7 6
4. = 1 1 
8  4, 4, 8 

Using their fraction pieces, have students build and mark the following mixed and improper
fractions on number line #3. Instruct students to then label each number with its letter to solve
the riddle.

5 1 2 7 7 3 3
N F T1 W I U H1
6 3 3 6 5 12 4
7 12 5 1 3 3 3 7 1
A T O F C R N1 S1 I1
10 12 3 4 4 6 4 8 6

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. When the numerator of a fraction is larger than the denominator, the fraction is improper.
(yes)
2. When multiplying two fractions, multiply the numerators and then the denominators. (no)
3. On the number line, fractions and mixed numbers can be written in different ways. (yes)
6
4. is a mixed number larger than one but less than 2. (yes)
4
1 2
5. 1 and 1 are equivalent mixed numbers. (yes)
2 4
6. The distance around a circle is called the circumference. (no)
7. A mixed number is made up of a whole number and a fraction. (yes)
8. Multiplication is a faster way to add. (no)
8
9. The improper fraction is equal to the whole number 2. (yes)
4
10. When ordering mixed number, first look at the whole number. (yes)

132
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 Adding like
denominators 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

SC: Analyze and interpret data

SS: Sequence information, especially using timelines

Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation: Six-Group Activity Lesson.

Technology:

Assessment

Student response during lesson, Ten Statement Review

133
 Homework

Give each student an index card. Have students choose a five-letter word. Instruct students to
then compose a combination of five fractions or mixed numbers and list them from least to
greatest. Direct students to then assign their ordered fractions and mixed numbers to the letters
in their word using an equal sign.
1 3 4 1 7
Example: F = U = N= N =1 Y =1 .
4 8 4 3 8

Write this solution on the back of the index card. On the front of the card have students scramble
the fractions and mixed numbers.
1 3 7 1 4
Example: N = 1 U = Y =1 F= N= .
3 8 8 4 4
Study for test.

Teacher Notes

134
135
136
 Fraction Worksheet #3

#1

1 2
0

#2

0 1 2

#3

0 1 2

137
Six-Group Activity

Fractions: Adding Fractions with Like Denominators

Materials:

10 index cards (3”x 5”)

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

Prepare the following index cards:

1 1 2 4 1 5 3 1 4 4 2 6 3 2 5
+ ( ) + ( ) + ( ) + ( ) + ( )
3 3 3 6 6 6 5 5 5 8 8 8 10 10 10
8 2 10 3 2 5 10 1 11 3 2 5 3 2 5
+ ( ) + ( ) + ( ) + ( ) + ( )
12 12 12 7 7 7 20 20 20 9 9 9 12 12 12

Solve the addition problems of fractions with like denominators. Lay a card on the table
and have the students write the answer. After each answer is written, reveal the answer
on the back of the index card.

Copy this and use it to reteach the lesson. Give the sample problem to see if students
understand the rules for adding fractions with like denominators.

Adding Fractions with Like Denominators

Place a card on the table and explain the steps for solving an addition of fractions
3 1
problem. Show students + . Say: Add the numerators (3 + 1 = 4). The
5 5
4
denominator remains the same. The answer is . Say: I am going to show you a set of
5
cards with addition problems of fractions with like denominators on them. I want you to
solve the problems.

When adding fractions with like denominators, add the numerators. Don’t do anything to
the denominator because it is the same. Write it under the numerator. Example:
2 2 4
+ = .
6 6 6
Explain to the students that they are going to do an activity on solving addition problems
of fractions with like denominators. Tell them when you lay the index card on the table,
they are going to risk writing the answer. Give the students one to two minutes to solve
the problem. As you turn the card over, say: The answer is…… Do the rest of the cards
the same way. If you have not taught reducing fractions, just have the students complete
the problems with no simplifying. Store the index cards and study board in the envelope.

138
 STRUCTURED CURRICULUM LESSON PLAN

Day: 108 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6A4, 6A5, 6B1, 6B3, 6B4

ITBS/TAP: ISAT:
Perform arithmetic operations involving Demonstrate understanding of measurement
fractions concepts
Demonstrate understanding of measurement
concepts

Unit Focus/Foci

Fractions

Instructional Focus/Foci

Formal Assessment-whole and mixed numbers, comparing, ordering

Materials

Fraction test

Educational Strategies/Instructional Procedures

Warm-up Activity:

Have students exchange homework cards, and find solutions.

Administer test.

139
 Test
Write the whole number or mixed number in simplest form.

9 14 20 12
1. = ____ 2. = ____ 3. = ____ 4. = ____
3 8 7 6
1 2 2 4
5. 12 = ____ 6. 5 = ____ 7. 4 = ____ 8. 6 = ____
2 3 7 5

Complete these fractions.

9. 2 = 10. 3 = 11. =6 12. =3

5 4 7 8

Compare. Use 〈 〉 or = .

4 6 5 1 3 5
13. = 14. = 15. 2 === 1
4 6 8 2 4 6
3 5 2 4 15
16. 4 = 17. 1 = 1 18. = 5
7 7 5 5 3

Order these fractions and mixed numbers from least to greatest.

3 1 5
19. _______________________________________
4, 3, 6
3 7 1
20. 1 1 ______________________________________
4, 8, 2
3 9 3
21. 2 2 2 ___________________________________
4, 10, 5

Write the fraction or mixed number.

22. Four-fifths _______

23. Two and three sevenths_______

Solve.

24. Denise practiced her song for 13 fourths of an hour. How many hours did she
practice?

25. Kenny has 24 candy bars. He wants to give each of his 5 friends an equal amount.
How much will he give each friend?

140
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

SS: Sequence information, especially using timelines

Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation:

Technology:

Assessment

Student Response during lesson

Ten Statement Review

Homework

Teacher Notes

See attached answer sheet.

141
 Answer Key

1. 3 3 6 4. 2 5. 27
2. 1 3. 2
4 7
6. 17 7. 30 8. 34 9. 10 10. 12

11. 42 12. 24 13. = 14. 〉 15. 〉

16. 〉 17. 〈 18. = 1 3 5 7 1 3

19. 20. 1 1
3, 4, 6 8, 2, 4
1 3 9 4 3 1 4
21. 2 2 2 22. 23. 2 24. 3 25. 4
3, 5, 10 5 7 4 5

142