LEARNING PLAN

Title of the lesson: Fractions Grade/Age level: 4 Date: Teacher Focus: Eye contact, Enthusiasm, taming the nerves, voice projection. We will focus on using good voice and moving around the room to every student. Scenario: Student will begin to learn about equivalent fractions. Iowa Core Curriculum Standards and/or Benchmarks: Number and OperationsFractions; Grade 4. Extend understanding of fraction equivalence and ordering. Explain why a fractions a/b is equivalent to a fraction (n x a)/ (n x b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Learning Targets: TLW develop an understanding of equivalent fraction by using visual fraction models. Procedure: 1. First Story Problem: Amanda brought Jaden 2 loaves of cinnamon bread. Jaden wants to give each of his friends the same amount of bread. Draw the bread and where you would cut it in order to make the bread even. A) Some students might just cut the two loaves into five pieces total.

1 Loaf

Student will split the bread in five pieces. Is there another way we can slice the bread to where ever body gets the same amount of bread cut evenly? In this example one person gets the tail ends of both breads. B)

Eventually students will be able to see that we can cut both slices of bread into five pieces. How many pieces of bread will each friend get if we were to cut the bread this way? 2. Second Story Problem: Jaden bought 5/4 loaves of bread. He needed to share his bread with 15 of his friends. How much bread did he give his friends?

Students will have to use their knives to cut the pieces smaller so there will be enough bread for 15 people. They might say that each of bread needs to be cut in two pieces and they will find that two

pieces wont make enough bread to feed 15 people. They will continue to make inferences on how many times to cut each slice until they realize that it is two times to make three slices. I would then ask: What fraction of bread would I give away if I wanted to feed only 10 people? 3. Third Story problem: Jaden wants to make thick slices for French toast. How many slices of thick bread could he make with 18/15 loaves? Introduce the paste bucket. A) 18/15 Students might decide to paste together two slices. I would ask what fraction would it be now. 1 Loaf of Bread

With pasting two pieces together we end up with the fraction 9/7 . What are some other possible solutions to pasting the bread. B) 18/15 The next possible pasting would be: I would

With pasting five slices together student will find that the new fraction is still a little unfriendly. 3 3/5 /3 Is there any other way we can paste? C) 18/15 Eventually students will come to the answer.

Then students will find that the fraction will be 6/5. And they will see it works out nice. Closure: What would be an example of when you couldnt paste? Can I past together 7/9 Differentiation for cognitive, affective, psychomotor needs: For students with cognitive disabilities I will review the directions with them to ensure they understand the process. For students with affective disabilities I will give them praise for being on task and working with their partners. For students with psychomotor needs I will ensure that they receive a group job they are capable of. Teacher Reflection: