Fraction Unit Plan

Daily Lesson Plan
Name: Pam Hatfield Date: January 31, 2017
Subject: Math Topic: Introducing Fractions
Grade: 4th grade Length of Lesson: 45 minutes

`
Introduction (Essential Question): How do we recognize real-world uses of fractions? How
do we understand the functions of numerators and denominators? How do we use fractions in
our daily lives? What is a numerator and denominator?
Standard: Early Learning Foundation
Cluster: Number and Operations - Fractions
Objective: M.4.12
Explain why a fraction a/b is equivalent to a fraction (n a)/(n 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.
Specific Objective: Students will understand how we use fractions in real-world uses. They
will understand what a numerator and denominator are as well as their
functions and how we use those fractions in our daily lives.
Method(s): Introducing Fractions
Materials: Strips of paper

Math Expressions Book
Page 345, 346 and 347 in math workbook
Direct Instruction: Teacher will:

Step 1: explain that we use fractions every day.
Step 2: Write down n/d on the board.
Step 3: Explain that the number on top of the fraction is the numerator
and the number on the bottom is the denominator
Step 4: Explain that the denominator represents the whole and that the
numerator represents the unit or the parts that the whole is
divided into.
Step 5: Explain that the numerator describes the part of the whole.
Example 2/6 the 2 is
representing 2 parts of the 6. The 2 represents 2 units of the 6
(which is the whole)
Guided Practice: Teacher will:

Step 1: Give all students the same strip of paper.
Step 2: Explain to students that this is 1 whole.
Step 3: Have students fold the paper in half. Explain that there are now 2
pieces of our whole. So the 2 will be the denominator and
because there is 1 unit to each side, 1 is our numerator. So the
fraction will be
Step 4: Now have students fold the paper into 3 equal pieces. Explain
that now there are 3 pieces so the 3 will be our denominator and
because there are equal sections of the 3 parts, the fraction will
look like this 1/3. Do more examples if necessary.
Step 5: Have students turn to page 345 in their workbooks. Use exercises
1-11 to allow students to practice adding unit fractions and identify
the total.
Step 6: Ask for volunteers and work 1-11 out together.
Independent Practice: Students will complete 13 28 on their own.
Differentiation: For students who have difficulty, I will walk around the room and assist
one on one.
Lesson Closure: Closure of lesson, I will recap how we use fractions in real-world uses. I
will recap what a numerator and denominator are as well as their functions
and how we use those fractions in our daily lives.
Assessment: I will use our guided practice with 1-11 as well as the students
independent practice of 12 28.
Lesson Reflection: Students grasped concept well. They were a little confused at first but the
lesson ended well.
Daily Lesson Plan
Name: Pam Hatfield Date: February 1, 2017
Subject: Math Topic: Fraction Partners
Grade: 4th grade Length of Lesson: 45

minutes
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Introduction (Essential Question): How do we find pairs of like fractions with a sum of 1?
How do we build fractions by combining unit fractions?
Objective: M.4.12

Specific Objective: Students will understand how we find pairs of like fractions with a sum of
1. Students will understand fraction partners as well as understand adding
fraction partners to make 1 whole.
Method(s): Fraction Partners
Materials: Math Expressions Book

Page 351 and 352

Step 1: Explain that today we are going to talk about fraction partners of 1
whole.
Step 2: Explain that fraction partners are two fractions with like
denominators whose total is 1 whole.
Step 1: Have students to turn to page 351 in their workbooks.
Step 2: Read and discuss problem 1 with students find all the pairs of
fifths that total 5/5 or 1 whole.
Step 3: Explain that adding fractions with like denominators involves
adding only the
numerators.
Step 4: Explain when the numerator equals the denominator, the total is 1
whole.
1/5 1/5 1/5 1/5 1/5

1/5 + 4/5 = 5/5 = 1 WHOLE
Independent Practice: Allow students to do 2 14 on their own.
individually
Lesson Closure: Closure of lesson, I will recap how we find pairs of like fractions with a
sum of 1 and how adding fraction partners to make 1 whole.
Assessment: I will use our guided practice with 1-11 as well as the students
independent practice of 12 28.
Lesson Reflection: Much better today. Students are starting to really grasp. I explained how
to do this with the bar graphs and pie graphs and the students really made
progress in understanding.
Daily Lesson Plan

Subject: Math Topic: Fraction partners

minutes
`
Introduction (Essential Question): How do we find pairs of like fractions with a sum of 1?
How do we build fractions by combining unit fractions? How do we identify fraction partners?
Objective: M.4.12

Specific Objective: Students will understand how we find pairs of like fractions with a sum of
1. Students will understand fraction partners as well as understand adding
fraction partners to make 1 whole. Students will be able to identify
fraction partners.
Method(s): Fraction Partners

Page 227

Step 1: Explain that today we are going to again be talking about fraction
partners of 1
whole.
Step 2: Explain that fraction partners are two fractions with like
denominators whose total is 1 whole.

Step 1: Have students to turn to page 227 in their workbooks.
Step 2: Read and discuss problems 1-3
Step 3: Explain that we are going to be looking at shaded regions of
different types of graphs to find our fraction partners.
Step 3: Explain that adding fractions with like denominators involves
adding only the numerators.
Step 4: Explain we will find our denominator by counting the whole of
our graphs. Once we find that, we will count our shaded part of
the graph to get one part of the fraction and the unshaded part to
get the second fraction the fraction partner.
Step 5: Explain that we will add our fraction partners together to make
our whole.
Independent Practice: Allow students to do 4-14 on their own.
individually
Lesson Closure: Closure of lesson, I will recap how we find pairs of like fractions with a
sum of 1 and how adding fraction partners to make 1 whole. Last, I will
recap how to identify fraction partners.
Assessment: I will use questions 4 14 as my assessment along with verbal feedback
from students.
Lesson Reflection:
Daily Lesson Plan

Subject: Math Topic: Comparing Fractions

`
Introduction (Essential Question): Comparing unit and non-unit fractions.
Objective: M.4.12

Specific Objective: Students will be able to understand how to compare unit and non-unit
fractions
Method(s): Discuss how to compare unit and non-unit fractions.

Page 354

Step 1: Explain that today we are going to first talk about comparing unit
fractions.
Step 2: Explain to students that there are symbols that we use to compare
math to show comparison.
Step 3: Explain that our numbers such as 1,2,3,4,5, etc. are from least to
greatest but with fractions, it is the opposite. 1/5,1/4, 1/3, 1/2, and
1. The larger the number of the
denominator, the smaller the fraction is
Step 4: After discussing 2 fractions, discuss comparing 3 fractions to put
in order from either least to greatest or from greatest to least.
Step 5: Discuss non-unit fractions with same numerators and different
denominators.

Step 1: Explain that we use symbols in math to show comparisons. Put
example on the board from TE pg 856.
Step 2: Discuss example with students about the greater than and less than
signs. Have students to discuss which answer is correct in the
example given.
Step 3: Ask students how they know which sign is greater and which is
less than.
Step 4: Have class read each example:
5 pencils > 8 pencils
5 pencils < 8 pencils
Step 5: Ask how they know which one is correct
Step 6: Discuss page 353 in Workbook. Discuss question 2 and ask for
volunteers to answer the question and discuss their
answers.
Step 7: Write example problems on white board
1/6 1/8
1/5 1/3
1/10 1/12
1/7 1/4
1/9 1/11
Ask for volunteers to see which is greater or less than.
Step 8: Write a few examples of 3 group fractions on the white board.
Discuss and have volunteers to put in order from least to
greatest.
Step 9: Write the two fractions on the white board. 2/3 2/5
Step 10: Now ask the students which fraction is larger.
Step 11: Write the following fractions on the board
2/3 2/5
1/3 1/3 1/3
1/5 1/5 1/5 1/5 1/5
Now explain how we are going to circle two of the 1/3 parts and
circle 2 of the 1/5 parts. Refresh that 3/3 is a whole and 5/5
is a whole.
Step 12: Discuss with students which fraction is larger.
Step 13: Also write fraction as sums of unit fractions and discuss which
sign would need to go between them.
Step 14: Do more examples from TE page 858 and 859
Step 15: Explain to students to always remember that the fraction that
have the bigger parts are going to be greater and the ones
that have the smaller equal parts are going to be smaller. For
example: When we look at 1/2 and 1/12. 1/2 is going to
have the bigger parts because it is broken down into only 2
parts so therefore
the parts are going to be bigger whereas 1/12 is going to have
smaller parts because it is broken down into much smaller
parts.
Independent Practice: Allow students to do 3-18 on their own of page 354 in their
workbook.
individually
Lesson Closure: Closure of lesson, I will recap comparing unit fractions and non-unit
fractions.
Assessment: I will use questions 3-18 as my assessment along with verbal feedback
from students.
Lesson Reflection: Students were confused at first, but all in all, lesson ended very well. I
was pleased with their progress.
Daily Lesson Plan

Subject: Math Topic: Adding and Subtracting

Fraction With like
denominators

`
Introduction (Essential Question): How do we add and subtract fractions with like
denominators?
Objective: M.4.12

M.4.14
Understand the fraction a/b, with a > 1, as the sum of a of the fractions 1/b.
1. Understand addition and subtraction of fractions as joining and separating parts

referring to the same whole.
2. Decompose a fraction into a sum of fractions with the same denominator in more
than one way, recording each decomposition by an equation and justify
decompositions by using a visual fraction model (e.g., 3/8 = 1/8 + 1/8 + 1/8; 3/8 =
1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8).
3. Add and subtract mixed numbers with like denominators by replacing each mixed
number with an equivalent fraction and/or by using properties of operations and
the relationship between addition and subtraction.
4. Solve word problems involving addition and subtraction of fractions referring to

the same whole and having like denominators by using visual fraction models and
equations to represent the problem.
Specific Objective: Students will be able to understand how to add and subtract fractions with
like denominators.
Method(s): Discuss that we are going to learn how to add and subtract fractions with like
denominators.
Page 363 & 364

Step 1: Explain that today we are going to learn how to add and subtract
fractions with like denominators.
Step 2: Remind students that our denominator is our bottom number and
this number represents our whole.

Step 1: Explain that today we are going to learn about adding and
subtracting fractions with like denominators.
Step 2: Write a fraction on the board and ask students which number is
our denominator.
Step 3: Have students turn to page 363 in the math books.
Step 4: Work problems 1-7 with the students together.
Step 5: For example: 3/7 + 2/7 =_______
We have to explain that our denominators are the same so we just
bring that over to begin our answer.
3/7 + 2/7 = /7
Now all we do is add our numerators together 3 + 2 = 5
Now we know that our numerator will be 5 so our answer will be
5/7
Independent Practice: Students independent practice is page 364. They are all similar
problems to what we worked on page 363.
Differentiation: For students who have difficulty, I will let them work with white boards to
make their fractions in strips so that they can visualize what they are
doing.
For students who may continue to have difficulty, I will allow them to
work in pairs using their boards or if they are having extreme difficulty, I
will work one on one with them.
Lesson Closure: Closure of lesson, I will recap how we add and subtract fractions with the
same denominator.
Assessment: My assessment will be auditory while we are working on page 363 and it
will also be the students work from page 364.
Lesson Reflection: Lesson went ok but we had a lot of interruptions today. I am going to
review
Lesson went much better today without interruptions.

Daily Lesson Plan
Subject: Math Topic: Mixed Numbers and

Improper Fractions
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Introduction (Essential Question): Understanding mixed numbers and improper fractions.
How to convert between improper fractions and mixed numbers?
Objective: M.4.12

M.4.14
1. Understand addition and subtraction of fractions as joining and separating parts referring
to the same whole.
1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8).

Specific Objective: Students will be able to understand mixed numbers and improper
fractions and they will be able to convert fractions and mixed numbers.
Method(s): Discuss today that we will be learning about mixed numbers and improper
fractions.

Page 366

Step 1: Explain that today we are going to learn how to convert between
Improper fractions and mixed numbers.
Step 2: Explain that mixed numbers are the total of a whole number and a
fraction. For example, 3 5/8this means, 3 + 5/8.
Step 3: Explain that a fraction that is less than 1 is a proper fraction.
Step 4: Explain that when the numerator is greater than the denominator,
it makes it an improper fraction. For example, 8/5.
Step 5: Explain that any proper or improper fraction is also a division
expressions. For example, 10/5 which means 10 divided by 5.

Step 1: Explain today we are going to learn about mixed numbers and
improper fractions.
Step 2: An example of a mixed number is 4 2/5.
Step 3: Explain in order to change this into an improper fraction, we must
understand what an improper fraction is and what it looks
like.
Step 4: An improper fraction is when the numerator is larger than the
denominator. Example would be 8/4.
Step 5: Now put 4 2/5 on the white board. Explain that in order to
change this into an improper fraction, we must first multiple 5 x 4.
That will give us what? Wait for answer of 20. Now we add our
numerator which is 2. So no we will see 20 + 2 = 22. Now we
have our new numerator which is 22. We use our denominator that
we have so our improper fraction will now be 22/5.
Step 6: Now explain we are going to now figure out how to change that
improper fraction back into mixed numbers.
Step 7: Lets look at the improper fraction 17/5.
Step 8: Explain that fractions are also division expressions so when we
look at 17/5, that is also telling us that it is 17 divided by 5.
Step 9: Now lets divided 17 by 5. How many times does 5 go into
17..3 times, which is 15. Now lets subtract 17 15. Our
remainder is 2.
Step 10: Explain that because our divisor is 5, that will be our
denominator and our remainder will be our numerator.
St3p 11: So our improper fraction should be 3 2/5.
Independent Practice: Students independent practice is page 366.
Differentiation: For students who have difficulty, I will assist them individually. If more
than a few are having difficulty I will allow them to work in pairs.
Lesson Closure: Closure of lesson, I will recap how convert between improper fractions
and mixed numbers.
Assessment: My assessment will be auditory in addition to page 366.
Lesson Reflection: Lesson went well but I will continue to discuss this and review again
before next lesson. I have 3 or 4 students who are confusing their
numbers when they convert improper fractions to mixed numbers. The
rest of the class did very well.
Daily Lesson Plan
Subject: Math Topic: Add and Subtract mixed

Numbers With like
denominators
`
Introduction (Essential Question): How do we add and subtract with improper fractions and
mixed numbers?
Objective: M.4.12

M.4.14
1. Understand addition and subtraction of fractions as joining and separating parts referring
to the same whole.
1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8).

Specific Objective: Students will be able to understand how to add and subtract improper
fractions and mixed numbers.
Method(s): Discuss today that we will learn how to add and subtract mixed numbers and
improper fractions.

Page 367

Step 1: Explain that today we are going to learn how to add and subtract
mixed numbers and improper fractions with like denominators.
Step 2: Recall that mixed numbers are the total of a whole number and a
fraction. For example, 3 5/8this means, 3 + 5/8.
Step 3: Recall that a fraction that is less than 1 is a proper fraction.
Step 4: Recall that when the numerator is greater than the denominator, it
makes it an improper fraction. For example, 8/5.
Step 5: Recall that any proper or improper fraction is also a division
expressions. For example, 10/5 which means 10 divided by 5.
Step 6: Explain that today we are going to learn how we add and subtract
our improper fractions and mixed numbers.

Step 1: Explain today we are going to learn how to add and subtract
mixed numbers and improper fractions.
Step 2: An example 8/5 + 4/5 on the white board
Step 3: Explain our first step is to simply bring out denominator over just
like we learned a couple of days ago in adding and subtracting
fractions
Step 4: Our problem will now look like 8/5 + 4/5 = /5
Step 5: Now we must simply subtract our numerators. The problem will
now look like 8/5 + 4/5 = 8+4/5.
Step 6: Simply add together now. 8+4/5 = 12/5
Step 7: Repeat same process for subtraction
Step 8: Now to explain adding and subtracting improper fractions.
Example: 2 3/5 + 1 1/5 = (set problem up like traditional addition
problem with one under the other.
Step 9: Now explain that because our denominators stay the same, we
bring the denominator down.
2 3/5
1 1/5
/5
Step 10: Now add our numerators together 3 + 1 = 4
2 3/5
1 1/5
4/5
Step 11: Now add our wholes together 2 + 1 = 3
2 3/5
1 1/5
3 4/5
Step 12: Apply same process to subtraction.
Independent Practice: Students independent practice is page 367.
Differentiation: For students who have difficulty, I will assist them individually. If more
than a few are having difficulty I will allow them to work in pairs.
Lesson Closure: Closure of lesson, I will recap how we add and subtraction improper
fractions and mixed numbers.
Assessment: My assessment will be auditory in addition to page 367.
Lesson Reflection: Lesson went ok. It was a little confusing. Mainly when there was an
improper fraction in a mixed number. Other than that, the students
caught on very well.
Daily Lesson Plan
Subject: Math Topic: Fractions Test

minutes
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Introduction (Essential Question): What have we learned with fractions? How can we apply
that knowledge?
Objective: M.4.12

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.
M.4.14
1. Understand addition and subtraction of fractions as joining and separating parts

referring to the same whole.
2. Decompose a fraction into a sum of fractions with the same denominator in

more than one way, recording each decomposition by an equation and justify
decompositions by using a visual fraction model (e.g., 3/8 = 1/8 + 1/8 + 1/8; 3/8
= 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8).
3. Add and subtract mixed numbers with like denominators by replacing each
mixed number with an equivalent fraction and/or by using properties of
operations and the relationship between addition and subtraction.
4. Solve word problems involving addition and subtraction of fractions referring

to the same whole and having like denominators by using visual fraction
models and equations to represent the problem.
Specific Objective: Students will be able to understand and recall what we have learned on
fractions. They will be able to apply their knowledge of fraction partners,
comparing fractions, adding and subtracting fractions, converting mixed
numbers and improper fractions, and lastly adding and subtracting mixed
numbers with like denominators.
Method(s): Discuss that today we are going to have our unit test on what we have learned
about fractions thus far.
Materials: End of unit test

Step 1: Review directions on test and answer any last minute questions
before test begins.

Step 1: I will discuss what is expected of the students before they begin.
Step 2: I will go over the directions on each section and answer any last
minute questions.
Independent Practice: Unit Test
Differentiation: For students who have a 504, they will receive accommodations of fewer
questions or guided instruction.
Lesson Closure: Closure of lesson, I will recap fraction partners, comparing fractions,
adding and subtracting fractions with like denominators, and converting
mixed numbers and improper fractions and adding mixed numbers and
improper fractions.
Assessment: My assessment will be the unit test.
Lesson Reflection

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Daily Lesson Plan

Name: Pam Hatfield Date: January 31, 2017

Subject: Math Topic: Introducing Fractions

Grade: 4th grade Length of Lesson: 45 minutes

Cluster: Number and Operations - Fractions

Explain why a fraction a/b is equivalent to a fraction (n a)/(n b) by using visual

Method(s): Introducing Fractions

Materials: Strips of paper

Direct Instruction: Teacher will:

Guided Practice: Teacher will:

Independent Practice: Students will complete 13 28 on their own.

Name: Pam Hatfield Date: February 1, 2017

Subject: Math Topic: Fraction Partners

Grade: 4th grade Length of Lesson: 45

Cluster: Number and Operations - Fractions

Explain why a fraction a/b is equivalent to a fraction (n a)/(n b) by using visual

Method(s): Fraction Partners

Materials: Math Expressions Book

Direct Instruction: Teacher will:

1/5 1/5 1/5 1/5 1/5

Independent Practice: Allow students to do 2 14 on their own.

Daily Lesson Plan

Name: Pam Hatfield Date: February 2, 2017

Grade: 4th grade Length of Lesson: 45

Cluster: Number and Operations - Fractions

Explain why a fraction a/b is equivalent to a fraction (n a)/(n b) by using visual

Method(s): Fraction Partners

Materials: Math Expressions Book

Direct Instruction: Teacher will:

Guided Practice: Teacher will:

Independent Practice: Allow students to do 4-14 on their own.

Daily Lesson Plan

Subject: Math Topic: Comparing Fractions

Grade: 4th grade Length of Lesson: 45 minutes

Cluster: Number and Operations - Fractions

Explain why a fraction a/b is equivalent to a fraction (n a)/(n b) by using visual

Method(s): Discuss how to compare unit and non-unit fractions.

Materials: Math Expressions Book

Direct Instruction: Teacher will:

Guided Practice: Teacher will:

1/3 1/3 1/3

1/5 1/5 1/5 1/5 1/5

Daily Lesson Plan

Subject: Math Topic: Adding and Subtracting

Grade: 4th grade Length of Lesson: 45 minutes

Cluster: Number and Operations - Fractions

Explain why a fraction a/b is equivalent to a fraction (n a)/(n b) by using visual

1. Understand addition and subtraction of fractions as joining and separating parts

4. Solve word problems involving addition and subtraction of fractions referring to

Direct Instruction: Teacher will:

Guided Practice: Teacher will:

Lesson went much better today without interruptions.

Name: Pam Hatfield Date: February 7, 2017

Subject: Math Topic: Mixed Numbers and

Cluster: Number and Operations - Fractions

Explain why a fraction a/b is equivalent to a fraction (n a)/(n b) by using visual

4. Solve word problems involving addition and subtraction of fractions referring to

Materials: Math Expressions Book

Direct Instruction: Teacher will:

Guided Practice: Teacher will:

Independent Practice: Students independent practice is page 366.

Daily Lesson Plan

Name: Pam Hatfield Date: February 8, 2017