Math: 9-2 Decomposing Fractions

Teacher: Mr. Groff Grade Level: 4th

I. Content and Standards:
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.
II. Prerequisites:
Students will have a basic understanding of forming, multiplying, and finding equivalent
fractions.
III. Essential Questions:
How can fractions be decomposed into the sum of two or more unit or non-unit fractions?
IV. Instructional Objective:
Students will be able to decompose a fraction or mixed number into a sum of fractions in
more than one way with 100% accuracy based on assessed problems.
V. Instructional Procedures:
1) All students will write down the homework for the week & choral read the objective for
the day. Commented [1]:
2) Solve & Share Activity pg. 470: Students will be asked to solve the introductory problem 3a: Communicating with Students
for the day’s lesson. All students should do this independently and then select 3 students to Commented [2]:
write their answer on the board. Class discussion on each response, why it is right or wrong. 3a: Communicating with Students
3c: Engaging Students in Learning
3) Visual Learning Video: Students will watch the daily learning video, introducing
decomposing of fractions. Video will ask different questions, teacher will select students for Commented [3]:
3a: Communicating with Students
responses. 3b: Questioning/Discussion Techniques
4) Teacher-Guided Practice: Introduce continued fraction decomposition problems from the 3c: Engaging Students in Learning
workbook. Teacher will model and work through each problem with the class. Commented [4]:
5) Independent Practice: Students will return to their desks and proceed to work on additional 3c: Engaging Students in Learning
problems in their math workbooks to demonstrate their understanding. Students who Commented [5]:
struggled during the guided practice will meet on the carpet for additional help & practice 3b: Questioning/Discussion Techniques
with the teacher while the other students work independently. All students will be given 3c: Engaging Students in Learning
fraction strips at their tables to use for each problem. Commented [6]:
6) See Differentiation section for separate work assigned to a group of advanced students to 3b: Questioning/Discussion Techniques
3c: Engaging Students in Learning
be completed during step 5. 3e: Flexibility & Responsiveness
7) Teacher Check: Teacher will randomly select two problems to assess from the
Commented [7]:
independent work page and initial it for accuracy and completion. Then provide exit slips to 3e: Flexibility & Responsiveness
each student so that they can demonstrate their knowledge gained from the day’s lesson.
Commented [8]:
VI. Materials and Equipment: 3d: Using Assessment in Instruction
Number lines, fraction strips (if necessary), & math workbook pg. 471-476, Pearson software Commented [9]:
3d: Using Assessment in Instruction
VII. Assessment/Evaluation:
Teacher will assess student comprehension based on their independent workbook responses,
exit slips, & completed online/turned in homework. Advanced group will be assessed on the
assigned differentiated work. Commented [10]:
3d: Using Assessment in Instruction
VIII. Differentiation:
Table 1 consists of six students who have effectively demonstrated their mastery of basic
addition and decomposition of fractions. These students will complete the exit slip first to
confirm they are already proficient with the day’s lesson. These students have been
separately assigned enrichment worksheets online where they will focus on decomposing and
adding mixed number fractions. Commented [11]:
3e: Flexibility & Responsiveness

IX. Technology:
Pearson Realize software to play Visual Learning Activity
X. Self-Assessment:
Were the students able to demonstrate their learning through both the guided and
independent practice? Did students use the provided materials to enhance their learning? Commented [12]:
Were student exit slip responses correct? Were the online enrichment worksheets challenging 3c: Engaging Students in Learning
enough for the differentiated group of advanced students? Did all students stay on task? Commented [13]:
3d: Using Assessment in Instruction
Commented [14]:
3e: Flexibility & Responsiveness