Mary Mallek

TLS 322 Lesson Plan

Part 1:
Lesson title or theme: Problem Solving Fractions
Grade: 4th
# of students: 27
Time and expected duration: 45 minutes
Materials and Book (s) to be used:
Teacher Resources
Group Assignments

Student Resources
Math Journal
Pencils
Task Cards
Index Cards
Consensus Board

State Standards (Language Arts for Writing ) and Common Core Standards for Writing:
Build fractions from unit fractions.
CCSS.MATH.CONTENT.4.NF.B.3
Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
CCSS.MATH.CONTENT.4.NF.B.3.A
Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
CCSS.MATH.CONTENT.4.NF.B.3.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. Examples: 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.
CCSS.MATH.CONTENT.4.NF.B.3.C
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.
CCSS.MATH.CONTENT.4.NF.B.3.D
Solve word problems involving addition and subtraction of fractions referring to the same whole and having like
denominators, e.g., by using visual fraction models and equations to represent the problem.

Objectives:
Language Objectives. Students will be able to discuss in groups different ways of adding
and subtracting fractions.
Content Objectives (using concrete, behavioral terms).
Content Concepts: Students will be able to accurately add and subtract fractions.

Mary Mallek

Part 2:
Anticipatory Set
Q.W. What are some ways we use fractions in real life?
One way I have observed fractions in real life is pizza.
Body of the Lesson (Presentation Strategies, Interaction, feedback) What steps will you
use to teach the material? Script.
Guided Practice
(1)
Prompt: Lets say you order a pizza for lunch from Dominos for yourself
(draw pizza)
(2)
Dominos pizzas are divided into 8 pieces (draw on board).
(3)
In Math Journal, write the fraction of the pizza you want to eat. Subtract that
from the whole pizza. How much do you have left?
*You cant eat it all
Pass out index cards.
(4)
On the index card, write and draw a model that shows what fraction of the
pizza you have left.

Group Task [Write task card]

Now for dinner, you are going to see your friends.
(1) If you add up each persons left over pizza from lunch, how much pizza
do you have all together?
Make sure to include:
o Equation
o Model
o Answer
(2) CHALLENGE: Write answer as improper fraction and mixed number.
(3) EXTENSION: Write a word problem about the pizza and have group
members solve it.

(4) Set Expectations

Mary Mallek
a. Visually show students what task would look like.
b. Go over group work norms with students (everyone is
accountable for their section on the consensus board)
c. Have students repeat instructions for clarity
d. Ask if anyone has questions
(5) Group students
a. Tell students they will be working with groups using a
collaborative paper to work out problems and as a group come
up with a consensus to share with the class.
Practice and Application: Meaningful activities, interaction, practice and application,
feedback.
Independent work
Give them time to solve problems on their own
Support students:
o Students thinking:
Anticipating strategies and use of visuals
o Support students thinking:
Suggest using a different strategy. If pictures arent working
suggest manipulatives.
I noticed that you _________. Tell me more about that.
o Pose questions:
If there are 2 different strategies, what is similar between the
two? Connections.
What did you do first? Then what did you do next?
Is there another way to write this? Simplify it?
o Encourage Students to talk to one another
Identify specific students to share during the closing discussion.
Closing : Review and assessment, Connection to Other Experiences. Extensions.
After
Begin by showing student work/ strategies.
If there is time, we can add everyones total
Close the lesson by recapping the objective for the day: Students will be
able to accurately add fractions.

Mary Mallek
Q.W.S: What is something you learned in math class today? What was challenging?

Evaluation: How will you assess what students have learned from your lesson?
I will check for (1) Accuracy (2) Equation (3) Model (4) Group Consensus
Accommodations: Scaffold; encourage students to help one another, manipulatives,
models
Extensions: Ask students to come up with a word problem and solve one anothers.
Second Language Strategy: Use of visuals, guidance with language, preview of topic,
language objectives, previous knowledge, peer discussion, etc. These should have been
described and highlighted in the Procedure. Just label them here.
fractions in real life use students funds of knowledge and get them to think about real
world problems that are relevant to them.
Model use of visuals and other method of communication
Group students peer discussion and help to guide understanding
Support students scaffold students to meet individual needs