Name: _Stacy Keyte____________________________

Date Submitted: _3/28/2015_______________

Subject: _Mathematics___________Grade:__4_______
Fractions______

Title: __Review: All About

TEKS/Content Standards:
4.2 Number, operation, and quantitative reasoning. The student describes and compares
fractional parts of whole objects or sets of objects. The student is expected to:
(A) use concrete objects and pictorial models to generate equivalent fractions;
(B) model fraction quantities greater than one using concrete objects and pictorial models;
(C) compare and order fractions using concrete objects and pictorial models; and
(D) relate decimals to fraction that name tenths and hundredths using concrete objects and
pictorial models.
Lesson Objectives:
Students will:
write out equivalent fractions and demonstrate them in pictures.
write out fractions that are greater than one and create an example.
compare and place fractions in order.
write fractions as decimals and model.
Prerequisite Skills:
Students must:
already have an understanding of fractional parts of a whole.
know how to write fractions.
understand how to relate decimals and fractions.
understand how to compare fractions.
Materials/Supplies/Technology:
Hershey's Milk Chocolate Fractions Book by Jerry Pallota
2 Hershey's candy bars or brown construction paper
Colored construction paper- 1 per group (no black so that marker's will show up on it)
Scissors- 1 per group
Markers- 1 per group
White boards- 1 per group
Dry erase markers- 1 per group
iPads- 1 per group
Lesson Instructional Model (circle appropriate model(s) for the lesson):
Inquiry/5E
Developmental

Literacy Read Aloud

Mathematics

Word Study
Reinforcement
Guided Reading
Practice
Shared Reading
Problem solving
Direct Instruction
Other:
_____________________________
Steps/Sequence of Activities Correlated to Instructional Model: (The Inquiry/5E is

shown in blue throughout.)

(Engage)
We will watch the video of the book being read on you tube as a class. While the video is
playing, I will demonstrate by breaking up the chocolate bars. After the video is viewed, I will
model making several fractions from the candy bars.
Students will be placed into small groups to create their own fractions using construction paper.
(Distribute supplies.)
Guidelines for activity will be displayed on the projector and reviewed with the class prior to
starting.
(Explore)
Here are the steps for fraction activity:
1. Take the sheet of construction paper (or an extra sheet of copy paper) and fold it. It is
folded in half over and over until it consists of 32 parts or 4 parts that consists of 8 parts.
(These will be rectangles.) I will model this to the class and walk them through folding
their paper.
2. Students cut the paper where fold lines are at and creates four stacks of 8.
3. Students take at least one of the stacks of 8 and creates a fraction of their choice.
Students will use markers to place a symbol or other marking on the rectangles to help
show their fraction. (For example, to show the fraction three-eighths the student could
mark a star on 3 of the rectangles.)
4. Students will take a picture of their fraction with their iPad and write the fraction on their
white board.
5. Students will use these same pieces to create an equivalent fraction to the one that they
just used in previous step.
6. Students will take a picture of the equivalent fraction with their iPad and write this fraction
on their dry erase board. (NOTE: Do NOT erase the other fraction, but place this one to
show that it is equivalent to the fraction from step 3.)
7. Students will create a fraction that is greater than one whole, take a picture of it, and write
the fraction somewhere on their white board without erasing the other fractions.
8. Once students have the three fractions written on their white board and pictures of their
examples, they will open the 'Thinglink' app on the iPad.
(Explain)
9. The students will use the white board with the fractions as their backdrop picture.
Students will add interactive links to each fraction on the white board that consists of text,
picture and video. These links look like red 'targets'. Each of the three fractions will have
at least 3 targets that are described below.
10.

In the text 'target', students will write out the fraction in word form and as a

decimal.
11.

In the picture 'target', students will add the picture that they took of the example

they created.
12.

In the video 'target', students will explain how they concluded what the fraction was

from the picture they created. Students will need to help each other with taking the video
and use their rectangle papers from picture while they explain. Videos must be less than
30 seconds or if more time is needed then additional video targets must be added.
13.

The equivalent fraction will have an additional video or text target that explains how

the students know they are equivalent. It is their choice on which they would like to do.
14.

Students will save final 'Thinglink' and I will be able to access from teacher account.

(Elaborate)
15.

Several groups will be selected to present their finished product along with

explanations of what they did and why with the class. The rest of the class can asks
questions or comment on the strategies used. I will guide the discussion and ask guiding
questions as needed to further the interaction.
(Evaluate)
16.

The fractions that each of the groups used will be written up on the board and after

the discussion, the students will compare and order all the fractions on a sheet of paper
along with their reasoning of how/why that will be turned in as they leave class.