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  • Simplifyingfractions 2272015

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    The document outlines a 60 minute math lesson for 4th grade students on simplifying fractions. The objectives are for students to identify equivalent fractions and write fractions in simplest form. Materials include math books, notebooks, pencils, and fraction games/worksheets. The procedure has students work problems individually and in groups, using games and worksheets to practice identifying equivalent fractions and writing fractions in simplest form. Formative assessments during and at the end of class will help the teacher identify areas to reteach on simplifying fractions.

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    The document outlines a 60 minute math lesson for 4th grade students on simplifying fractions. The objectives are for students to identify equivalent fractions and write fractions in simplest form. Materials include math books, notebooks, pencils, and fraction games/worksheets. The procedure has students work problems individually and in groups, using games and worksheets to practice identifying equivalent fractions and writing fractions in simplest form. Formative assessments during and at the end of class will help the teacher identify areas to reteach on simplifying fractions.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    15 views2 pages

    Simplifyingfractions 2272015

    Uploaded by

    api-282592533
    The document outlines a 60 minute math lesson for 4th grade students on simplifying fractions. The objectives are for students to identify equivalent fractions and write fractions in simplest form. Materials include math books, notebooks, pencils, and fraction games/worksheets. The procedure has students work problems individually and in groups, using games and worksheets to practice identifying equivalent fractions and writing fractions in simplest form. Formative assessments during and at the end of class will help the teacher identify areas to reteach on simplifying fractions.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    of 2

    Subject:Math

    Date:2/27/2015
    Topic:SimplifyingFractions
    Grade:4
    Time:60minutes

    Objectives:
    SWBATidentifyequivalentfractionsandwritefractionsinsimplestform.

    Standards:
    CCSS.MATH.CONTENT.4.NF.A.1
    Explainwhyafractiona/bisequivalenttoafraction(na)/(nb)byusingvisual
    fractionmodels,withattentiontohowthenumberandsizeofthepartsdiffereven
    thoughthetwofractionsthemselvesarethesamesize.Usethisprincipletorecognize
    andgenerateequivalentfractions.

    Materials:
    Mathbooks
    Notebooks
    Pencil
    FractionMatchUpCards
    Simplestformnachosgame
    EquivalentFractions/SimplestFormWorksheet

    Procedure:
    1. Studentswillreturnfromrecessandhaveoneminutetogetadrinkandreturntotheir
    desktogetoutproblemofthedayworksheet.(30seconds1minute)
    2. Oncestudentsareallattheirdeskshavethemstarttoworkontheirproblemofthe
    day.
    3. Studentswillhaveapproximatelyfiveminutestocompletetheirproblemoftheday.
    4. OnceIseestudentsarefinishinguptheirproblemorifthemajorityoftheclassseems
    tobestuckonaproblemthenwewillstartgoingoverasaclass.
    5. Workthroughtheproblemonthewhiteboard.
    6. Askstudentstohelpyouworkthroughtheproblemasyougo.
    7. Oncewefinishgoingoverthequestion,studentswillputthisworksheetbackintotheir
    bluemathfolderandgetouttheirmathbook,notebook,andpencil.(1minute)
    8. Remindstudentsthatyesterdaywestartedlearningaboutsimplifyingfractions.
    9. Askstudentstoraisetheirhandiftheyrememberthereallyimportantrulewelearned
    aboutwhensimplifyingfractions.
    a. Whateverwedotothedenominator,wehavetodotothenumerator.
    10. Writeaproblemontheboardandhavestudentswalkmethroughhowtosolvethe
    problem.
    a. RemindthemtofindtheGCFfirst.
    11. Wewillworkthroughthesimplestformnachosgame.

    a. Studentswillhavetocomeuptotheboardandchoseachipanddecide
    whetherthechipgoesinthesimplifiedbowlorthenotsimplifiedbowl.
    12. AfterworkingthroughafewproblemswiththestudentsasawholeclassthenIwill
    havestudentsworkonproblems18withtheirsmallgroups.
    13. Goovertheproblemstogetherasawholeclass.
    14. ThenIwillexplainthedirectionsfortheequivalent/simplestformfractionsworksheetto
    thestudents.
    15. Iwillpassouttheworksheettoeachstudent.
    a. Theywillbeworkingonthisworksheetbytheirselves.
    16. Studentswillhandintheworksheetswhentheyfinish.
    17. IfthereistimeleftattheendofclassthenstudentscanplaytheFractionMatchUp
    gamewiththeirdeskgroups.
    a. Just16indexcardswithdifferentfractionsoneachone.
    b. Theymatchupthefractionsthatareequivalent.

    Evaluation:
    ThroughouttheclassIwillbehavingrandomstudentshelpwalkmethroughthe
    problemsontheboardasaquickcheckofwhichstudentsmightneedalittlemoreinstruction.
    TheworksheetattheendofclasswillserveasaformativeassessmentstoseewhatareasI
    mayneedtoreteachonMonday.

    Reflection:
    Todayslessonwasagoodquickreviewforthestudents.Ireallylikedusingthe
    SimplifiedFractionsNachosgameforstudentstokeepworkingonfindingthesimplestformof
    fractions.Thestudentsreallyseemedtocatchontohowwegoaboutsimplifyingfractions.I
    askedstudentstoremindmewhatthespecial(reallyimportant)phrasewasthatwelearned
    yesterdaywhenwearetryingtosimplifyfractions.Almostallofmystudentswereableto
    repeatitbacktome.Todayweevenwereabletopracticehowtofindequivalentfractions
    besidesthesimplifiedfractions.

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