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Curricular Outcomes Learning Objectives: Lesson Title/Focus: Grade 4 Math Unit: Comparing Fractions Date: Mar. 2nd /2021

This lesson plan teaches grade 4 students strategies for comparing fractions. Students will review comparing fractions using common denominators, common numerators, and benchmark numbers. They will then complete an activity where they sort fraction models into those that are correctly compared and those that are not. The lesson concludes with a review of the comparing strategies and collecting math binders. Student understanding will be formatively assessed through observations, questioning, and discussion during the sorting activity and closure.

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68 views5 pages

Curricular Outcomes Learning Objectives: Lesson Title/Focus: Grade 4 Math Unit: Comparing Fractions Date: Mar. 2nd /2021

This lesson plan teaches grade 4 students strategies for comparing fractions. Students will review comparing fractions using common denominators, common numerators, and benchmark numbers. They will then complete an activity where they sort fraction models into those that are correctly compared and those that are not. The lesson concludes with a review of the comparing strategies and collecting math binders. Student understanding will be formatively assessed through observations, questioning, and discussion during the sorting activity and closure.

Uploaded by

api-453380215
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Title/Focus:

Grade 4 Math
Using Strategies to Compare Date: Mar. 2nd /2021
Unit: Comparing Fractions
Fractions

CURRICULAR OUTCOMES LEARNING OBJECTIVES


GLO: Develop Number Sense At the end of the lesson students will be able to:

SLO: Number ● See that every fraction can be


represented in many ways. Each way
highlights something different about that
8. Demonstrate an understanding of fractions less fraction.
than or equal to one by using concrete, pictorial and ● Understand that there are different ways
symbolic representations to:
to compare and estimate fractions, such
● Name and record fractions for the parts of as relating the numerator and
a whole or a set denominator, using benchmark numbers,
● Compare and order fractions and thinking of each fraction as multiple
● Model and explain that for different
units of a given size.
wholes, two identical fractions may not
represent the same quantity ● Can use a fraction to tell how a whole
● Provide examples of where fractions are area is divided into equal parts and how
used [C, CN, PS, R, V] much of the whole area is used.

MATERIALS AND EQUIPMENT PREPARATION AND LOGISTICAL


CONSIDERATIONS
● Whiteboards (Students) ● Ensure all electronics are working properly
● Writing utensils ● Have copies of the worksheet (Fraction
● Colouring Utensils Flipbook) printed and ready
● Fraction Flipbook sheets ● Students will all have their whiteboards
● Correctly Compared Fraction Sort sheet ● Correctly Compared Fraction Sort sheet

Lesson Time: 45 mins


PROCEDURE
Introduction Time
Overview of what a numerator is, and denominator 5-10
○ Denominator: How many equal-sized parts the whole is divided into Mins
○ Numerator: How many of those parts are selected or used

Key Notes:
● When dividing the Denominator into parts, they are all equal pieces
● Iteration: if it was 3/3 the iteration would be 1/3, 1/3, 1/3

Overview of previous days strategies for comparing fractions:


Start by asking students to recall what the 3 strategies are

● Fractions can be compared using these strategies:


○ Using a common denominators (Ex: 2/10 < 4/10)
■ With this strategy it could also allow me to use equivalent fractions
to match the common denominator (Ex: 4/20 and 6/10)
○ Using common numerators (the one with the greater denominator is less,
Ex: ⅗ and ¾ , ¾ would be greater because we divide it into less parts)
○ Using benchmark numbers (0, ½, 1) to compare/estimate (Ex: 6/8 is
closer to 1 then 3/10)
■ Ex: 22/40 and 12/24, i know 12/24 is half and 22/40 is more than
half, so therefore, 22/40 > 12/24

Each strategy can be used at different times to help with comparing fractions, depending
on the numbers it may require students to reduce to the lowest number, if students are
still unsure they could always use fraction strips or even the number line to help show
the difference being compared

Body Time

Action task: Correctly compared fractions sorting activity 30 Mins

Go over instructions before handing out:


● Students till work individually to figure out which of the fractions are compared
correctly and those that are not
● students will first cut off the dotted like of the fraction models, once complete
they will be able to place the models based on whether they are compared
correctly or not compared correctly

Fun Challenge:
- To make sure that students are taking their time, jellybeans will be rewarded to
those that complete it on their first attempt!

For those who finish early:


● They will be allowed to find a partner and challenge each other to see if they can
stump the other
○ This may include creating fractions that the other needs to organize from
least to greatest, which is closer to 1, 0 or ½ or finding equivalent fractions

Closure Time
5 Mins
● What were the 3 strategies for comparing fractions?
○ Common numerators (3/10, ¾)
○ Common denominators (⅝, ⅜)
○ Using benchmarks (0, ½, 1)

Make sure to remind students to leave their Math Binders on their desk for Mr. Graff to
pick up*** (COVID Procedure)

Assessment
● Thinking Fist
● Think, Pair, Share
● I Notice, I wonder
● Fist of 5
● Formatively Assess via:
o Observations
o Questioning
o Discussion

Reflection:

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