Math Lesson Plan

Lesson Title:  Lesson 27
Subject/Grade Level/ Date(s): Math/4th Grade/ April 4th, 2019
Time Requirements: 45mins­60mins 
Materials List: 
o Eureka Math Teacher Edition
o Eureka Math Book (students): Problem Set
o Smartboard
o White boards
o Markers
o Erasers

Type of Lesson: Individual Work
Connection to Standards: 

 4.NF3 ­ Add and Subtract Fractions 
 4.NF.4 – Change Fractions to Mixed Numbers
 4.NF.4 – Change Mixed Numbers to Fractions

Instructional Objective:  
Students Will Be Able To:
 Compare fractions greater than 1 by creating common numerators or denominators. 

Active Instructional Plan: 
1. The teacher will inform the students of the objectives of the lesson.
2. The teacher will have the student get their personal “white boards” to be ready for the review.
3. The teacher will begin the math lesson with Fluency Practice. (12 mins)
*Fluency activity reviews Lesson 22*
4. Teacher will be reviewing how to add a fraction less than 1 to, or subtract a fraction lesson than 1
from, a whole number using decomposition and visual models.
5 3 7
5. Teacher will pose practice problems, 6 – ,5- ,4- . Students will work alone to
8 4 12
solve problems.
6. Teacher will ask a student to solve the problem, and ask another student to explain what their
peer is thinking.
3 1 5
7. Teacher will continue with more problems, 5 +¿ ___= 6, 4 +¿ __ = 5, 3 +¿ __= 4.
8 4 12
Students will solve problem alone.
8. Teacher will continue with review from Lesson 24: decompose and compose fractions greater than
1 to express them in various forms.
7
9. Teacher will pose problem and ask students to turn it into a mixed number. *Teacher will
5
remind students the fraction is improper, and ask “what is an improper fraction?”.
 9 11
10. Teacher will continue with the following problems: , .
4 3
11. Teacher will review Lesson 25: decompose and compose fractions greater than 1 to express them
in various forms.
12. Teacher will remind students we are working backwards, “I want to change my mixed number into
an improper fraction, how can I do that?”.
1 2 1
13. Teacher will have students solve the following problems: 1 ,1 ,2 .
2 3 5
14. Teacher will begin with Concept Development (32mins)
3 3
15. Teacher and student will be working together to solve the following: 3 and 3 ,
8 4
determining using >, <, and =. Teacher will ask student what we need to look at first. *whole
numbers, then fractions*
16. Teacher will let students know we will need to find a common denominator. Asking students how
can we do that?
2 3
17. Teacher will then continue with practice with 2 and 2 , asking students to give steps
6 12
on what teacher needs to do while teacher solves problem on Promethean Board.
18. Teacher will continue with Comparing two fractions with unrelated denominators.
3 23
19. Teacher and students will discuss a strategy to use to compare 4 and .
4 5
2 3
20. Teacher will continue with comparing 2 and 2 .
3 5
21. Teacher and Students will work on Problem Sets Worksheet. Teacher will practice 1a, 2a, 3a before
letting students work on next problems alone.

Assessment:
 Students will show they understood the lesson by answering the questions posed by the teacher
on their white boards for teacher to review.
 We will review and discuss what we have just learn after each section of the lesson.
 The teacher will make sure the students understand what is being asked of them before moving
on.
 Students will do the exit ticket to show the teacher their understanding.
Modifications/Differentiation: 
 ESS students may work with a partner, for support. 
 Teacher will continue to make sure ESS student(s) are on task, and checking for 
understanding. 
 Teacher will work with students who still are having trouble with lesson, using Problem 
Set worksheet. 

Extensions
 Students may work on Problem Set alone.
 Exit Ticket will be given (if time persist).