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Sandra Kathambi Fractions

Grade 4

Lesson: Introduction to Fractions

Unit Overview
Main Idea (Claim) Summative Assessment
End of Unit Test
Just like fractions have part and wholes so
does the trinity.
Father, Son and the Holy Spirit. Each is
different but is a part of the whole.

Guiding Questions Objectives (know/understand/do/value)

What is a fraction?
What is a numerator and denominator?
How do you identify parts and the whole
in fractions?
The student will be able to . . .
Define that a fraction is a part of a whole
Identify a numerator and denominator

Time Instructional Procedures and Strategies

Beginning the Lesson
Fraction fruit : Draw 3 apples, 4 bananas, 2 watermelons and 1 orange on the
board
Ask the students to count all the fruits then ask them to use the statement
there are__ apples out of the __ fruits
there are ___ bananas out of the ___ fruits e.t.c

Developing the Lesson

Use orange, chocolates and cupcakes.
Cut an orange into two parts. Explain that I want to give half the orange to one of the
students. After giving one half to a student, write fraction 1/2 on the board.
Explain the numerator (number on the top tells how many of those parts are being
referred to and denominator tells how many equal parts an item is divided into.
Explain the process using a chocolate bar and add more parts e.g. 3 pieces and ask
students, how much of the chocolate bar has been taken.
How do you know?
Choose a students to come in front and write the fraction on the board.
Then, draw the circle on the board and ask a student to shade parts on the circle that
matches a fraction that I will provide. This will help for visual representations.
Explain that the fraction 2/3 is the same as a circle divided into parts with two of those
parts shaded.

Closing the Lesson

Review the definitions of fractions, denominator and numerator
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Sandra Kathambi Fractions
Grade 4

Have the students use the thumbs up, middle and down to have their feedback on the
lesson.

Formative Assessment Differentiation

Assess students understanding by
having them complete the fractions quiz
before leaving class.
Distribute a fraction coloring worksheet
with crayons. Instruct the students to
work according to the instructions given
in the worksheet.
Avoid words like numerator and
denominator with students who are
struggling with the terms. Work with those
students in small groups to emphasize
that the top number represents the
number of parts given and the bottom
number represents the number of parts of
the whole.

Resources

Chocolate
Oranges
Crayons
Fractions coloring worksheet
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[Teacher Name] [Unit Title] [Unit Length]
[Class/Grade]

Glossary

Term Definition Resources

Unit Overview Main Idea and Summative Assessment
copied from the unit plan in order to keep
the goal in mind during the writing and
implementation of the lesson plan.
Guiding Questions these questions guide the inquiry for
the lesson, leading students toward a
rich understanding of the objectives for
the lesson and ultimately, the unit.
Factual- knowledge or fact-based
questions
Conceptual- questions that enable
exploration of big ideas that connect
facts and topics
Debatable- questions that expose areas
of ambiguity, disagreement, or tension
within the unit of study
Objectives The specific aims of the lesson. As a
result of the instruction, this is what the
students are expected to know,
understand, and be able to do. These
should align with and lead to the unit
understandings, knowledge and skills.
Time - Marks the amount of time needed for
each stage of the lesson. Enables
effective time-management for the
teacher.
Beginning the The opening or warm-up that will
Lesson engage the learner, producing creative
tension. May include review and/or
activation of prior knowledge.
Developing the The content learned and the strategies
Lesson employed towards that end
Closing the Lesson A conclusion or review of what was
learned, providing closure to the lesson.
Formative Assessment throughout the lesson that
Assessment provides feedback that can be used to plan
or alter instruction. Should prepare
students for the summative assessment.
Differentiation ways of modifying instruction to meet
the needs of diverse learners
Resources any texts, materials, technology,
people, places or other resources that
have informed the unit and learning
experiences