Subject:

Math: Fractions Lesson Plan: # 1 Name: Madison Faga

Grade Level: 4th Grade # of Students: 23 School: University Park
Elementary


Common Core Standard CCSS: 4.MD.4
Make a line plot to display a data set of measurements in fractions of a unit (½, ¼, 1/8)
Objective: At the end of this lesson, 4th grade students will be able to successfully make
their own line plots, and plot a list of data given to them from their Zearn homework
problems with 100% accuracy.
Common Core Standard CCSS: 4.MD.4
Solve problems involving addition and subtraction of fractions by using information
presented in line pots.
Objective: At the end of this lesson, 4th grade students will successfully answer
questions about their line plots using addition and subtraction strategies for fractions
with 90% accuracy.


Review: Remind students of what we learned yesterday. We talked about fractions and learned
how solve multi-step word problems with fractions. This can be challenging because we must
figure out what the question is asking before we can solve it. Tell students that yesterday’s
math problems were difficult, and you were very impressed with their hard work. Many got
correct answers because they were asking questions.

Put a PARCC test sample problem on the board that was decided by Ms. Breyers and myself
beforehand. This specific question reviews what we talked about yesterday, and exposes the
students to similar test questions they may see on the standardized tests coming up in a few
weeks.

Remind students that this is our last lesson before our unit test. Today we will be using our
knowledge about fractions to solve problems. We will also be using a line plot, as a tool to help
us better understand the concept of fractions.

Anticipatory Set: Ask students if they have heard of line plots? What is a line plot and how can
we use them to help us understand word problems and fractions? Introduce students to the
line plot on the floor and tell students that we will be looking at a line plot today and labeling it
as a class.

How will we break up apart (partition) our number line so that we can fit all our data on our
number line?


Modeling:

What is a good title for our line plot?

Pull up data for the students titled “height of sunflower plants”

After looking at our data, should we split our line plot by wholes (1’s), halves, or something
different? What is our starting and ending number on our line plot?

Let’s label our line plot with numbers 55 -60, going by up by halves since a half is our smallest
unit.

After we label our line plot, it is time to plot the points. Each student will receive a sunflower to
place on the correct line. Once this is complete, the Zearn will be started so that the students
can follow along. This is where our question is introduced: what is the difference in height
between the shortest and tallest plants?

Go through the first part of the Z-squad on Zearn with the students. Ask questions such as
“What is our table showing us?” and “What do the numbers in our table represent?

The next step will to be to answer our question: What is the difference between the tallest and
shortest plant? Answer the questions on Zearn that help explain how to do this.

Guided Instruction: Have students open to page 105 (lesson 28 student notes) in their Zearn
books. Then have them solve the problem that we are asking. Tell them to hold up their work
when they are finished.

Independent Work: Students make and label their own line plots. Using a worksheet provided
by Zearn. They will label their line plots, and answer questions that help them understand the
data, and why line plots are useful.


Assessment:
Exit ticket 28 – Students will complete an exit ticket from the math curriculum provided by the
school. This exit ticket has the students plot a few points, and answer a few questions about
line plots.
Exit Ticket 40 – This exit ticket will also be used and requires students correct a line plot and
interpret the data.