Running Head: PEER TEACHING MODULE 1

Peer Teaching Module:

Chapter 15 Developing Fraction Concepts
Chapter 16 Developing Strategies for Faction Computation
EDUC5433- Elementary School Math Methods
Maggie Estabrooks
January 25, 2017

Textbook Chapter Summaries

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Chapter 15: pg. 284 309

This chapter focuses on a lot of the base concepts that students must understand before

applying any computations. It explains that fractions are at times hard to grasp because they are

used in so many ways. For example; it can be used use to describe a part of a whole (a group of

people, or an object), a measurement, a division, a ratio, or it can be an indication of operation.

These allow teachers to show students how fractions can be used in life. Fractions can also be

taught using a variety of models; area, length and set models are all important to use with

students. The chapter also highlights using the proper fraction language (halves, thirds, fourths,

fifthsetc.) so students do not get confused when fractions are presented with different models.

To allow students to understand fraction benchmarks it is a good idea to have fraction estimation

activities. The final part the chapter focuses on is getting students to understand equivalent

fractions. Equivalent fractions are fractions that represent the same amount even though the look

different. For example; 2/3, 4/6, and 8/12 are equivalent fractions. Students may have trouble

with any one of these concepts but by working through them it will make the next steps in math

much easier.

Chapter 16: pg. 310 332

This chapter focused on the computation strategies of fraction. For adding and

subtracting it is important to remind student that the denominator must me the same. When

adding two or more fractions together, students only add the numerators together (because that

number represents the parts while the denominator represents the unit). Some idea to put into

fraction adding and subtracting lessons are estimation, adding mixed numbers (3 ) and

continuing to use a variety of models. For multiplying and dividing it is important to relate

problems to real life situations. Multiplying can be subdividing parts like a bucket of water or

distance when driving. With dividing students, can relate it to buying things in a store. The whole
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chapter explain how during each computation strategy teachers must look out for and correct

common misconceptions; for addition adding denominators together, for multiplication treating

denominators the same as in an addition problemetc. It is important to tackle these issues with

students as it can cause more problems when they move onto algebraic expressions.

Teacher Resources
Online Resources
http://www.abcya.com/equivalent_fractions_bingo.htm
http://www.mathchimp.com/4th-grade-math-games
Books
Pizza Counting by Christina Dobson; illustrated by Matthew Holmes
Fractions, Decimals and Percents by David Adler; illustrated by Edward Miller
Fractions Action by Loreen Leedy

Lesson Plan
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Subject: Mathematics Grade: 4 Length: 1 hour Date: Jan 25, 2017

Stage 1: Pre-Lesson Preparation

Lesson Title: Equivalent Fractions

Rational/Outcomes:

To teach students fraction concepts such as equivalent fractions and ordering fractions using a
variety of materials. Student will understand how two fractions can look different but
represent the same quantity.

New Brunswick Curricular Objectives:

GCO: Number: Develop number sense
o SCO: N8: Demonstrate an understanding of fractions less than or equal to one by using
concrete and pictorial representations to: (p.38)
name and record fractions for the parts of a whole or a set
compare and order fractions
model and explain that for different wholes, two identical fractions may not
represent the same quantity
NCTM Grades 3-5 Expectations:

use models, benchmarks, and equivalent forms to judge the size of fractions;

recognize and generate equivalent forms of commonly used fractions.

Materials: *All fraction materials are in the yellow bin next to the teachers desk

Smartboard or whiteboard
Set of fraction tiles for each student
Zip lock bags containing fraction puzzle pieces (one per two of three students)
Zip lock bag of dominos (only one bag needed for group activity. If student get to the next
step each small group can have their own bag).
Copy of the anecdotal notes sheet for the lesson.

Stage 2: Lesson Planning and Implementation

Introduction/Hook: (5 minutes)
Explain to students that we will be continuing our lesson on fractions from the previous day.
Today we will focus on equal fractions.
Bring two students up to the front of the room. Ask student A; If I said you could have a of
the chocolate bar or which would you choose? The student will probably say
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Ask why? Their response will most likely be that is more.

Ask the class; Raise your hand if you agree is more than
Draw two rectangles on the board one small with a line dividing it in half, one much bigger
but divide it in four.
Explain to students that they would be right if the chocolate bars were the same size. When
comparing fractions, students must make sure they are equal in every way. Explain when they
are drawing fractions that they must be careful to make sure the units (or the whole) are all the
same size.

Activities:

Equal fractions with tiles: Class activity (10 minutes)

o Each student will receive a bag of fraction tiles
o Begin by holding up one piece (ex: 1/2) Can you show me two or more pieces that
equal ?
o Observe and see if student can figure out which tiles are the same as (ex: 2/4, 3/6,
4/8etc).
o Continue using a variety of different tiles. If students are having trouble talk through the
problem as a class.
Fraction puzzle (10 mintes)
o In pairs students, will receive a zip lock bag full of puzzle pieces. Some pieces have
fractions on them, some have pictures representing fractions. There are four mini
puzzles in every bag. Each mini puzzle has four pieces that fit together; two equivalent
fractions and the pictures to represent them (ex: fits with 2/4 and their representing
pictures)
o See Appendix for answers/examples.
Ordering dominos: Class activity (20 minutes)
o Get each student to pick a domino out of the bag. Each domino will represent a fraction
(lowest number as the numerator. As a class guide students on how to order the
fractions from biggest to smallest.
o Make sure to explain the bigger the denominator does not necessarily mean the bigger
the fraction.
o This activity will be using estimation as well as benchmarks (ex: I know 2/4 is a half so
is bigger than ).
o Work through the process of ordering fractions (find benchmarks first then fill in the
rest).
o If students respond well to this activity, and have no trouble try to get them to do the
activity in smaller groups. If the teacher believes students are not ready for this activity
on their own, try it again as a class but let the students take the lead.
Closing: (5 minutes)
Ask students if there is anything they would like clarified about todays lesson?
Did they enjoy the fraction activities?
Anything we could do differently for the next lesson?
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Evaluation:
While students are completing the activities, the teacher will circulate the classroom and use
the anecdotal notes sheet to record students performance.
Things the teacher will record; Is the student understanding the concept of equal fractions? Do
they need any assistance or are they working independently? What can they improve on?

Differentiation:
This lesson can be modified in many ways for exceptional students.
For students who have difficulty staying on task all instructions will be written on the board in
case they get off topic. Working in groups should help these students stay on task as well.
For students who may have trouble reading all instruction is given orally first and other than
instructions there is no other reading component to this lesson. There is also no written
component so student with fine motor skill problems not get frustrated.
Each activity involves the class using manipulatives so students who need them will not feel
bad for using them.
If students need extra assistance other students can help when doing group work or the
teacher is available while making observations
Students who are gifted with math can do each activity with some added difficulty. For
example; they can start adding and subtracting dominos together if they are bored with the
ordering activity. It depends on the students particular interest when it comes to the topic
being taught. As long as they are on topic and they are challenged the teacher and student can
work together on coming up with ideas.
Stage 3: Post Lesson

Write down notes for next time this lesson is used

o What worked and what did not during the lesson
o Did the students enjoy it?
o What could be improved or changed for the next time this lesson is taught?
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References

Ministry Documents: NB department of Education, Mathematics Grade 4 Curriculum.

Retrieved from:

http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/Math/Mat

h-Grade4.pdf

National Council of Teachers of Mathematics. (2016). Standards for School

Mathematics: Numbers and Operations. Retrieved from:

http://www.nctm.org/Standards-and-Positions/Principles-and-

Standards/Number-and-Operations/

Van de Walle, J. A., Karp, K. S., Bay-WIlliams, J. M., McGarvey, L. M., & Folk, S.

(2015). Elementary and middle school mathematics: Teaching developmentally.

(4th ed.). Toronto, ON:Pearson.

Running Head: PEER TEACHING MODULE 8

Fraction Anecdotal Notes: Date____________________

Tessa. V Katelyn. O

Scott. M Andrew. P

Meagan. D Eric. R

Gabrielle. D Nam. N

Patrick. C Kristen. M

Joannie. R Jeffery. B

Alexandra. P Kurt. B

Rudi. S Brian. O
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Kevin. R Lily. P

Liam. F Dylan. M

Jamie. S Paige. L