UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Acel Arceo PSMT Name: Brett Sansevero

Lesson Plan Title: Fractions Lesson Plan Topic: Math
Date: 1-17/1-20-2017 Estimated Time: 50 min./day
Grade Level: 4th grade School Site: Bonner ES

1. State Standard(s):
4.NF.B.3b - Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Decompose a
fraction into a sum of fractions with the same denominator in more than one way,
recording each decomposition by an equation. Justify decompositions, e.g., by using a
visual fraction model. For example: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 +
1/8 = 8/8 + 8/8 + 1/8.
4.NF.B.3c - Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Add and
subtract mixed numbers with like denominators, e.g., by replacing each mixed number
with an equivalent fraction, and/or by using properties of operations and the relationship
between addition and subtraction.

2. Teaching Model(s):
Direct Instruction
Kagan
Lemov

3. Objective(s):

Tuesday:
Students must know that mixed numbers can be written as fractions.
Students must be able to apply the properties of operations to solve addition and
subtraction problems involving mixed numbers with like denominators.
Wednesday:
Students must extend their understanding of whole number addition and subtraction to
mixed numbers.
Students must extend their understanding of fraction addition and subtraction to mixed
numbers.
Thursday:
Students must understand that mixed numbers can be combined or separated (composed
and decomposed).
 Students must use a variety of strategies for adding and subtracting mixed numbers
(using properties of operations, converting to improper fractions, etc.).
Friday:
Students will be assessed on their understanding of this weeks content

4. Materials and Technology Resources

Tuesday:
Individual whiteboards, markers, rags, elmo projector, paper, pencils, Improper Fractions/Mixed
Numbers sheet

Wednesday:
Individual whiteboards, markers, rags, elmo projector, paper, pencils, practice sheet

Thursday:
Individual whiteboards, markers, rags, elmo projector, paper, pencils, Decomposing Mixed
Numbers sheet

Friday:
Tests, pencils, privacy shields, One-minute timed multiplication test, Students' individualized
multiplication facts graphs

5. Instructional Procedures:

Tuesday:
a. Motivation/Engagement:
Class will learn how to turn irregular fractions into mixed numbers and vice versa as well
as adding/subtraction fractions. Teacher will pose a question to students about adding
two mixed numbers. Teacher will review objective, "I can use what I know about adding
and subtracting fractions to solve problems with mixed numbers," with students and
discuss what it means.
o Can you recall how to turn irregular fractions into mixed numbers? (DOK 1)
o Can you recall how to turn mixed numbers into irregular fractions? (DOK 1)
b. Developmental Activities or Learning Experiences:
Teacher will lead practice first about changing improper fractions into mixed numbers.
Teacher will also work with students on adding and subtracting mixed numbers while
students use whiteboards
Can you identify the first step to changing improper fractions into mixed
numbers? Whod like to volunteer on the Elmo? (DOK 1)
Can you predict the outcome if the numerator is exactly double the
amount of the denominator? (DOK 2)
o Group Practice: Students will work on part of the Improper Fractions/Mixed
Numbers sheet as a group.
 Teach will CIRCULATE (Lemov Strategy #24) and ask individual
students questions:
Can you explain what effect the whole number has when we are
changing a mixed number into an improper fraction? (DOK 3)
How would compare 2 and 3 ? (DOK 2)
Can you develop a picture that represents 6 2/4? (DOK 2)
o Independent Practice: Students will work on the rest of the Improper
Fractions/Mixed Numbers sheet on their own.
c. Closure:
Students will discuss how they would change 25/4 into 6 1/4. (Timed Pair Share-Kagan
Strategy)
o How are 25/4 and 6 alike? How are they different? (DOK 2)
o Can you explain how fractions affect our daily lives? Why do we need to know
them? (DOK 2)
o How would you summarize to your parents what we learned today? Discuss
each step in detail. (DOK 2)
d. Extension:
Students may practice drawing models of fractions using geometric figures on a white
board.

Wednesday:
a. Engagement:
Who can recall what we learned yesterday about mixed numbers and improper
fractions? (DOK 1)
How would you write 27/4 as a mixed number?(DOK 1)
Class will review turning irregular fractions into mixed numbers and vice versa as well as
adding/subtraction fractions. (Show Me-Kagan Strategy) Teacher will pose a question
to students about adding two mixed numbers.
o How can you recognize a mixed number? (DOK 1)
o What steps are needed in order to add two mixed numbers correctly? (DOK 2)
o How would you describe the process to a parent or younger sibling? Can you
draw out the process? (DOK 3)
b. Procedure:
Teacher will lead practice about adding and subtracting mixed numbers while students
using whiteboards.
o Group Practice: Students will work on part of the practice sheet as a group.
Teacher will CIRCULATE (Kagan Strategy) during group practice to
formatively assess understanding.
How would you compare adding and subtracting mixed numbers to
adding and subtracting improper fractions? (DOK 2)
How would you describe the sequence to a classmate who does not
understand the process? (DOK 3)
o Independent Practice: Students will work on the rest of the practice sheet on their
own.
 Students will conference with teacher if extra support is needed.
Can you identify the whole number, numerator and denominator?
(DOK 1)
Can you explain to me what the steps are to adding and subtracting
fractions? (DOK 2)
c. Closure:
Students will discuss the process they would use to solve 2 1/7 + 1 3/7. (Timed Pair
Share-Kagan Strategy)
o What strategies did you partner use to solve the expression? Could you suggest
anything they may do next time to improve their understanding? (DOK 3)
o How can you relate what we learned today to our everyday lives? (DOK 2)
d. Extension:
Students may work in groups of three. Students will use manipulatives to represent their
understanding of adding and subtracting fractions.

Thursday:
a. Engagement:
Who can recall the meaning of decompose? (DOK 1)
Would anyone like to volunteer exactly how to decompose a fraction? Can you explain
each step of the process? (DOK 2)
Class will review through discussion, decomposing and composing fractions from a
whole. Teacher will pose the question about decomposing a mixed number.
o Who can identify the first step in decomposing a mixed number? (DOK 1)
o What other steps are needed to completely decompose a mixed number? (DOK
2)
Teacher will use elmo to display the process of decomposing and composing fractions
from a whole.
Teacher will give students fractions to decompose on their white boards
o Teacher will CIRCULATE (Kagan Strategy) to formatively assess student
understanding.
o Teacher will use SHOW ME (Kagan Strategy) to formatively assess student
understanding. (ask individual students questions)
How would you write that as an improper fraction? (DOK 1)
How would you write that as a mixed number? (DOK 1)
b. Procedure:
Teacher will lead practice on using and drawing models to compose and decompose
mixed numbers while students use whiteboards.
o Group Practice: Students will work on part of the Decomposing Mixed Numbers
sheet as a group.
Teacher will CIRCULATE (Kagan Strategy) to formatively assess student
understanding.
How can you predict the out come if the denominator is exactly
three times less than the numerator? (DOK 3)
 What do you notice about the denominator in an equivalent
improper fraction and mixed number? (DOK 2)
o Independent Practice: Students will work on the rest of the Decomposing Mixed
Numbers sheet on their own.
c. Closure:
Students will discuss why 2/5 + 4/5 = 1 1/5. TIMED. PAIR. SHARE (Kagan Strategy)
o How would you apply what you learned today to your daily lives? (DOK 2)
o What type of event could you use this skill in? (DOK 2)
d. Extension:
Students may draw a scene in which they are using the skill learned today.
Friday:
a. Engagement:
Teacher will go over directions for weekly test.
b. Procedure:
o One student from each group will get their group members privacy walls.
o Teacher will hand each student a weekly multiplication facts timed test.
Students will have 1 minute to solve as many multiplication facts as they
can.
Students will document their results on their individual graphs to see their
growth each week.
Independent Assessment:
o Students will take weekly math test.
o Students will turn test into basket
c. Closure:
SW silent read or silent write in their journals until assessments are collected.
c. Extension:
SW silent read or silent write in their journals until assessments are collected.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

Accommodations:
o Teacher will use elmo projector to display examples on a larger scale
o Teacher will use different colored markers to differentiate each step
o Kailee, David, and Bryce will be seated closer to the point of instruction
o Mrs. Friley (Resource Teacher will be in the room helping David & Kailee from
12:30-1:00)
Modifications:
o Kailee and David will be given simpler numbers
o Kailee and David will be given extra time on assessments/worksheets
o Kailee and David will be given extra time to collaborate and discuss
Differentiations:
o Teacher will monitor for understanding during guided practice.
 o Teacher will pull students who are struggling with concept and work with them in
small group setting during group practice.

7. Assessments and Evaluation of Learning:

a. Formative:
Teacher will monitor student understanding on whiteboards during group practice and
independent practice
Teacher will monitor student understanding through discussion during group practice and
independent practice
Teacher will utilize formative assessment sheet to keep track of student understanding
Teacher will give students a formative assessment sheet on Friday
b. Summative:
N/A

8. Homework Assignment:
Tuesday:
o Changing Improper Fractions into mixed numbers sheet
Wednesday:
o Adding and subtracting mixed numbers page.
Thursday:
o Composing and Decomposing mixed numbers page.

9. Reflection:
a. Strengths:
b. Concerns:
c. Insights: