FRANKLIN COLLEGE

Education Department
Field School Lesson Plan
Name: Grant Renforth

Lesson Number: Three

Subject Area:

Grade Level: Fourth

Date: 5-14-15

Start time: 8:00

End time: 9:10

Cooperating Teachers
Signature_______________________________________________________________________
Topic/Concept/Skill:
We are going to be working on fractions. Trying to get a better understanding of fractions
as a whole by using everyday items. Overall, how fractions work, and how they pertain to daily
life.
Related Standard:

4.NS.3: Express whole numbers as fractions and recognize fractions that are equivalent to
whole numbers. Name and write mixed numbers
using objects or pictures. Name and write mixed numbers as improper fractions using
objects or pictures.
4.NS.4: 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. [In grade 4, limit denominators of fractions to 2, 3, 4, 5, 6, 8, 10, 25,
100.]
4.NS.5: Compare two fractions with different numerators and different denominators (e.g.,
by creating common denominators or
numerators, or by comparing to a benchmark, such as 0, 1/2, and 1). Recognize
comparisons are valid only when the two fractions refer to
the same whole. Record the results of comparisons with symbols >, =, or <, and justify the
conclusions (e.g., by using a visual fraction model).
4.NS.6: Write tenths and hundredths in decimal and fraction notations. Use words, models,
standard form and expanded form to represent
decimal numbers to hundredths. Know the fraction and decimal equivalents for halves and
fourths (e.g., 1/2 = 0.5 = 0.50, 7/4 = 1 3/4 = 1.75).
Background:
Prior Knowledge
Main Objective of Instruction:
Station 1: In order to understand how to tell which fraction is bigger than another
TSWBAT play a game with playing cards where they will make fractions out of the cards that they
draw. They will compete with one other student and will have to try to win more games with
them with the time theyre given.

Station 2: In order to further understand fractions overall TSWBAT play fraction math
games (http://www.math-play.com/math-fractions-games.html) on the computer for the amount
of time they are given.
Station 3: In order to understand how to convert fractions to decimals TSWBAT get as
much work done on the worksheet given to them by the instructor within the given amount of
time. (http://www.greatschools.org/worksheets-activities/slideshows/6380-fourth-grade-mathworksheets-slideshow.gs)
Station 4: In order to understand fractions and mixed numbers TSWBAT use plastic eggs
that have mixed numbers and proper fractions on them that match up. They will need to find the
matches and explain to their partner why they match within the given time. REMINDER:
(http://mrshallfabulousinfourth.blogspot.com/2012/04/quick-and-easy-fraction-activity.html)
Station 5: In order to understand how fractions work to make a whole TSWBAT complete
the fractions in a number line worksheet given to them by the instructor in the amount of time
given to them. REMINDER (http://mrsrojasteaches.blogspot.com/2013/12/80-fractionprintables.html)
Teacher Materials/Resources:
Playing Cards, Worksheets, Marker, Computer, Plastic Eggs, Basket, Paper, Document
Camera, Projector, Projector Screen
Student Materials:
Pencil
Anticipatory Set (Introductory Approach):
Before I split the kids up and put them into their groups for their station I will have a few
comic strips set up to project up onto the projector screen. These comic strips pertain to what we
will be talking about and it will be a good way to get the students loosened up and ready to
learn.

Instructional Procedures (Whole Group):

Preface:
1. When the students come into the classroom I will tell them that they need to sit down
and get their things ready for the day. I will tell them that we will be talking about
fractions today and that we will be doing a few activities to help them learn. Then, I will
show them the comic strips about fractions that are just silly and a way to get the
students ready to learn. We will briefly talk about how these comics relate to fractions.
(Comprehension)
2. I will then split them into five groups of five, and will start explaining the stations to
them. (10 min)
Station 1:
1. Before class I will have a couple decks of cards for the students to use.
2. I will tell the students that even though this is going to be a fun activity, they are
expected to behave and be respectful of everyone else in the classroom. I believe that
activities like this force the instructor to implicate more classroom management effort.
3. I will explain to the students that when they are at this station they will have to get a
partner and there will have to be one group of three.
4. I will then begin to explain the activity. I will explain to them that each group will have
their own deck of cards. I will tell them that they will need to shuffle the cards and then
split them up so that each of them has just about the same amount of cards. They will
also each have a piece of paper with a line going across it horizontally. This will be the
playing surface for these cards. I will tell them that they will each need to put a card
down on the top and the bottom of the line. This will then be their fraction. I will tell

them that the player with the larger fraction will have a chance to win the game, but
they do not win that easily. They will have to be able to explain to their partner why
they think their fraction is bigger than the other. If they cannot do this correctly, they
will not win the point and they will move onto the next set of cards. The students will
keep track of the amount of games that they have won and the player who has won
most games at the end, wins overall. (2 min)
5. Then, I will let the students begin to play their game. (10 min)
6. Once they are done playing they will move to station two.
Station 2:
1. Once they are done with station one they will come over to station two.
2. I will tell them that this station is where they will play a fraction game on the computer.
I will explain to them that they do not need to be on any other website except for this
one while they are at this station. (http://www.math-play.com/math-fractionsgames.html) (Technology)
3. I will have them go to this exact URL so to avoid any navigating on the website that is
unnecessary or a waste of time. (12 min)
4. Once they have finished this station they will move to station three.
Station 3:
1. Once they are finished with station two they will move over to station three.
2. At this station I will already have a pile of the worksheet they will be working on and I
will tell them that they need to go over to that grouping of tables and that they will
need to grab one paper each.
3. I will tell them that they will be working on a worksheet. (Intrapersonal)
(http://www.greatschools.org/worksheets-activities/slideshows/6380-fourth-grade-mathworksheets-slideshow.gs). I will explain to them that they will be doing a worksheet
that deals with converting fractions and decimals. They have worked on this sort of
thing before so they should have a good idea of how to do it.
4. Knowing that there will be some students who get it done quickly, and some that
struggle, I will tell them that those who get it done quickly can help the others that
may not be done. I will also tell them that if they do not know how to do one of them
that they should move onto the next one.
5. Once they are done with this station I will tell them to put their worksheet, completed
or not, in their desks so we can look over them later. (12 min)
6. Once they have finished this station they will move to station four.
Station 4:
1. Once they have finished station three they will move to station four.
2. I will have already had a big basket filled with plastic eggs with a mixed number on one
half of each egg and an improper fraction on the other half of the egg.
3. I will explain to the students that they will be working as a whole team during this
activity. I will tell them that they will need to take the halves of the eggs and attempt to
put each egg together by mixed number and improper fraction being equal to one
another. I will tell them that I know some of them struggle with this so that is why Im
letting them work in one big group. I will also let them know that when they work in a
group, they need to be respectful to their peers who are in the group with them. If they
disagree with something someone says, they will need to disagree respectfully. I will
also tell them that they do not need to get every egg done, but that they need to get
as many done as possible. (2 min)
4. After they have put each egg together, I will tell them that they will need to talk to their
group as a whole and they will need to agree as to why they think these two fractions
are equal to one another. (Verbal-Linguistic) (10 min)
5. Once they are done at this station they will need to move to station five.
Station 5:
1. Once they are finished with station two they will move over to station three.
2. At this station I will already have a pile of the worksheet they will be working on and I
will tell them that they need to go over to that grouping of tables and that they will
need to grab one paper each.

3. I will tell them that they will be working on a worksheet.

(http://mrsrojasteaches.blogspot.com/2013/12/80-fraction-printables.html). I will tell
them that this worksheet deals with fractions on a number line. I will tell them that it
should be fairly simple because it does not go above one. I will tell them that all they
will need to know is how a fraction correlates to the number 1.
4. Once again, there will be some students who get done much quicker than others.
Again, I will expect them to help the ones who may not be done yet or who are
struggling.
5. Once they are done I will tell them to take this paper to their desk and put it in it so we
can look at it later. (12 min)
Afterthought:
1. Once they have completed all the stations, we will briefly discuss some of the things
that they did during these activities. I will ask them what they learned from it and how
it helped them. (Comprehension)

Provisions for Individual and/or Group Differences:

IEPs:
For individuals with IEPs, when they get to the stations with the worksheet, they will not
have to do the entire worksheet. Their worksheets will be cut down so that they do not have to
do as many questions. Also, in a lot of classrooms, there are aides there to help these students,
so that is also a possibility.
ELLs:
This is a math lesson so that helps in this circumstance, but these students may still have
issues reading directions on the worksheets. I will make sure that I give these students a sheet of
paper with commonly used words and terms on it that will be translated into their L1.

Closure:
To close out the lesson, I will briefly discuss the things that the students did. I will ask them
what they learned from it and how it helped them.

Evaluation of Learning:
I will give them a fraction worksheet for them to hand in the next day as homework.

Independent Practice:

They will be given a worksheet to try on their own at home. It will be expected
back the next day and will be graded as a homework assignment.