Molloy College

Division of Education

Lesson Plan

Student: Megan McManus Professor: Wisniewski

Course EDU 329 Date: April 2017
Grade: 4 Topic: Fractions Content Area: Math

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

After a class discussion on adding fractions with like denominators, students will identify and
add fractions with like denominators on a Kahoot! created by the teacher. This should be
completed by answering 4 out of 5 questions correctly.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

New York State Mathematics Standards
Numbers and Operations-Fractions: Build fractions from unit fractions by applying and
extending previous understandings of operations on whole numbers: (NF.B.3)
Students will build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
Indicator: This will be evident when students build fractions using the pictures and
words provided on their Adding Fractions with Like Denominators worksheet.

New York State ELA & Literacy Standards

Speaking and Listening: Comprehension and Collaboration: (SL.4.1)
Students will engage effectively in a range of collaborative discussion (one-on-one, in groups
and teacher led) with diverse partners on grade 4 topics and texts, building on others ideas and
expressing their own clearly.
Indicator: This will be evident when students work with a partner to determine the
answers to questions on the board

INSTRUCTIONAL RESOURCES

Pizza Fractions worksheet, SMART Board, Fractions scavenger hunt, Fractions skeleton notes,
Math Vocabulary sheet, Adding Fractions with Like Denominators worksheet, Kahoot!,
BrainPOP video:
(https://www.brainpop.com/math/numbersandoperations/addingandsubtractingfractions/)

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 MOTIVATION (Engaging the learner(s)*)
Teacher will show a portion of a BrainPOP video on adding fractions up until 1:35.

DEVELOPMENTAL PROCEDURES
(including Key Questions)
1. Students will perform Pizza Fractions worksheet.
2. BrainPOP video will be shown on the SMART Board.
3. Students will visualize shaded boxes and figures on the SMART Board.
4. Students will be asked to determine the number of shaded boxes out of the number of
total boxes. Answers will be given orally, by volunteering. (How many parts is this
rectangle divided into? How many of these parts are shaded?)
5. Students will determine how many parts in total are shaded out of the two figures. (How
many parts in total are shaded between the two figures?)
6. Students will discover the rules of fraction addition in reference to pictures. (In your own
words, how do you add fractions?)
7. Students will work as a class to determine the answers to fraction problems, displayed on
the SMART Board numerically. (According to the definition discovered by the class, how
do you add these fractions?)
8. Using Pairs Check, students will be broken into groups of four to answer questions
presented with pictures and numbers on the SMART Board. Students will work in pairs
to primarily determine the answers and will check with the other pair following. (Can you
distinguish between using a picture versus using numbers to determine the sum of these
fractions? Which way is easier for you and why?)
9. Students will review their answers to these questions together as a class, led by the
teacher on the SMART Board.
10. Students will receive the Adding Fractions with Like Denominators worksheet, where
they will determine the fractions of each picture provided. (How would you determine the
numerator and the denominator of these fractions using the pictures provided?)
11. Students will find the sum to the fractions on their Adding Fractions with Like
Denominators worksheet. (What different ways can you determine the sum of each
fraction provided?)

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Collaborative Learning
Indicator: This will be evident when student work with a partner during Pairs Check to
determine the answer to each question displayed on the SMART Board.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 ADAPTATIONS (Exceptionality*)
The English Language Learners will receive a math vocabulary sheet which will have the
explanations of each mathematical word and phrase broken down into simple English, as well as
in Spanish for their native language.

The student who is visually impaired will receive one question per page for her Adding Fractions
with Like Denominators worksheet so that each question can be the maximum size available for
her.

DIFFERENTIATION OF INSTRUCTION

Struggling Students
Students will receive cut out circles, made of construction paper that will resemble the circles on
the worksheet. Students can use the cut outs to mimic their worksheets to kinetically visualize
the adding of each part of the fraction. The fractions will be provided for each question. Adding
Fractions with Like Denominators worksheet is labeled with a caterpillar.

Average Students
Students will receive questions in the form of words and pictures. Adding Fractions with Like
Denominators worksheet is labeled with a ladybug.

Advanced Students

Students will receive word problems as their questions with no pictures given. Adding Fractions
with Like Denominators worksheet is labeled with a butterfly.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

Students will perform their exit ticket on a Kahoot! to determine their understanding of the
lesson. (https://play.kahoot.it/#/k/baa6aca3-33e5-4dba-a92a-c51c79b994fd)

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 INDEPENDENT PRACTICE
Students will come up with a word problem which can be transitioned into a fraction problem, as
seen on their Adding Fractions with Like Denominators worksheet. This will be done for
homework and students will exchange questions the following day to be solved by their
classmates.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT

Direct Teacher Intervention

Teacher will sit at the front table with students and hand out skeleton notes. Each student will
work on their worksheet independently after a review is done with the group.

Academic Enrichment
Scavenger Hunt on fractions using iPads will be given.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 REFERENCES
Adding and subtracting fractions. (2017). Retrieved from
https://www.brainpop.com/math/numbersandoperations/addingandsubtractingfractions/
Adding fractions with levels and exit tickets. (n.d.). Retrieved from
https://www.teacherspayteachers.com/Product/Adding-Fractions-with-Like-
Denominators-Differentiated-Worksheets-Exit-Tickets-1996985
Read the standards. (2017). Retrieved from http://www.corestandards.org/read-the-standards/
Simple fractions no prep packet. (n.d.). Retrieved from
https://www.teacherspayteachers.com/Product/Simple-Fractions-NO-PREP-Packet-
1309186

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Name: _____________________________________ Date: ________________________

Adding Fractions with Like Denominators

Add the fractions.

4.) Tony ran 2/5 of a mile on Friday and 1/5 of a mile on Saturday. What
fraction of a mile did Tony run on Friday and Saturday?

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Name: _____________________________________ Date: ________________________

Adding Fractions with Like Denominators

Add the fractions.

1.) Jessie swam 4/9 of a mile. Maria swam 2/9 of a mile. What fraction of a mile did Jessie and
Maria swim in all?

2.) Sam took out a book from the library. He read 4/10 of the book on Thursday and 4/10 of the
book on Friday. What fraction of the library book did Sam read in all?

3.) Lisa is painting her bedroom door. She paints 4/12 of the door on Monday and 5/12 of the
door on Wednesday. What fraction of the door did Lisa paint?

4.) Timmy earned allowance for cleaning his room. He spent 1/8 of his allowance on bubblegum
and 5/8 of his allowance on candy. What fraction of his allowance did Timmy spend?

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Name: _____________________________________ Date: ________________________

Adding Fractions with Like Denominators

Add the fractions.

1) Sophie is painting a wall in her bedroom. She paints 3/10 of the wall on
Saturday and 5/10 of the wall on Sunday. What fraction of the wall does
Sophie paint?

2) Robert gave 2/8 of a box of cookies to Joe and 4/8 of a box of cookies to
Peter. What fraction of the box of cookies did Robert give away?

3) Kristen is making a bracelet out of beads. 4/12 of the beads are pink and
6/12 of the beads are yellow. What fraction of the beads are either pink or
yellow?

4) Anthony brought lollipops to school to share with his classmates. 2/9 of the
lollipops were red and 1/9 of the lollipops were blue. What fraction of the
lollipops were either red or blue?

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Name: ____________________________________________________________________

Pizza Fractions
Read the directions to create a pizza! Each piece of the pizza will only get one topping!

Directions: Follow these steps to create your pizza.

1. Add sauce to the whole pizza.
2. Add pepperoni to 3/8 of the pizza.
3. Add mushrooms to 2/8 of the pizza.
4. Add olives to 2/8 of the pizza.
5. Add peppers to 1/8 of the pizza.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Name__________________________________________

Math Vocabulary Sheet

(Hoja de vocabulario de matemticas)

Fraction: a numerical quantity that is not a whole number

Fraccion: la cantidad numerica que no es un numero entero

1
---- Fraction = Fraccion
2

Numerator: the top number of a fraction (part)

Numerador: el numero superior de una fraccion (parte)

1
----
2

Denominator: the bottom number of a fraction (whole)

Denominador: el numero inferior de ena fraccion (todo)

1
----
2

Add: the action of putting two or more things together

Anadir: la accion de poner dos o mas cosas juntas

1 1
---- + ---
2 2

Plus sign = signo de mas

Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
Name:__________________________________ Date: _____________

Fractions Scavenger Hunt!

1. How do you simplify a fraction?
_________________________________________
_________________________________________

2. What is an improper fraction?

_________________________________________
_________________________________________

3. What is a mixed number?

__________________________________________
__________________________________________

4. How do you subtract fractions?

___________________________________________
___________________________________________

5. How do you create like denominators?

___________________________________________
___________________________________________
a.
a. Show an example:

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Name: ____________________________________ Date: __________

Fractions
1. A _____________ is a a. example:
numerical value
(less than/greater than) one.

2. The _________________ is b. label the parts

the ______________ part of

the fraction. 3 _______

3. The _______________ is the 5 _______
___________________ part
of the fractions
4. To add fractions, add the
_________________, but
not the _______________.

5. Use the pictures provided to solve the problem.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language