4th+Grade+Fractions+Lesson+Plan

**Grade level**: 4th **Time**: 60 minutes **Materials**: **Standards**: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators or by comparing to a benchmark fractions such as 1/2. Recognize that 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 [4-NF2] **Objectives**: Students will be able to simplify fractions so they can compare one fractions to another, so the two fractions can be compared by the symbols <,>,or =. **Procedures**:
 * Topic**: Simplifying and Comparing Fractions
 * Promethean Board
 * Elmo
 * Worksheets for students and teacher help (equivalent fractions and comparing fractions)
 * Introduction/Engagement: **
 * Today we are going to simplify fractions and compare them with other fractions.
 * Who can tell me what a fraction is?
 * Parts of a whole that have been divided evenly.
 * Let's have a quick review: (draw both circles and squares on the Promethean Board, so the students can bee different representations.)
 * draw a circle on the board that represents the whole.
 * draw a circle with half shaded to represent the half.
 * draw a circle with 2/3 shaded.
 * draw a square that represents 1/3.
 * draw a rectangle that represents 4/5.
 * draw a square that represents 2/4, 1/2.
 * What are we doing when we simplify? Add, subtract, multiply, or divide?
 * We are dividing. We are trying to figure out how many times the numerator can go into the denominator. How many groups of 3 are there in 21? 3/21=1/7
 * 3 goes into itself one time and goes into 21, 7 times.
 * Start by giving more examples: Do these examples together. Help walk the students through the steps.
 * 3/6=1/2, 4/16=1/4, 3/15=1/5
 * Start giving them bigger numbers.
 * 33/66 how many groups of 33 can be made out of 66? ½
 * Write these on the board and have the students get out paper and write the problem and answer on it. After they have time to do these, review their answers.
 * 8/64=1/8, 6/36=1/6, 9/108=1/12, 7/10=1/10, 1/5=1/5
 * Fractions that have a one in the numerator are in lowest terms.
 * Now let’s move on to equivalent fractions.
 * Who can tell me what a synonym for equivalent is?
 * Equal, the same
 * So are these two circles broken into equal parts?
 * Draw one circle broken into two parts with one side shaded and another broken into fourths with two shaded in.
 * Ask: are these two circles the same fraction? To check for equivalent fractions you can cross multiply one numerator with the opposite denominator. ½ and 2/4 1x4=4; 2x2=4 these are equivalent fractions.
 * Yes! ½ and 2/4 are two names for the same fraction.
 * Another way to find equivalent fractions is to find common denominator.
 * On the Equivalent Fractions sheet, you do the first problem, as a class do the next two or three depending on comprehension. Put the sheet under the ELMO.
 * Do these together: 2/3 and 4/8, ¼ and 4/16, 6/9 and 2/6 and 4/5 and 8/10. Have students use the cross multiply method. They may use a common denominator if that is easier for them.
 * Ask the students to get out a sheet of paper and write down the rest of the problems put if the fractions are equivalent or not.
 * When they have completed the sheet, go over the answers on the board. (if time permits have students come to the board)
 * Move onto comparing fractions with <,>,=
 * < is less than
 * > is greater than
 * ½ and 1/3 are they =, <,>
 * Demonstrate on a number line, shapes, common denominator, and the visual on the Comparing Fractions sheet.
 * For some comparisons it is a good idea to simplify both fractions and then compare.
 * ¼ and 2/5 <. Find a common denominator.
 * Do the first 3-4 questions on Comparing Fractions sheet together and then let the students independently finish the rest.
 * Before you all do some independent work, what did we learn today?
 * What are the two strategies to find equivalent fractions?
 * How do you compare fractions?
 * Finally have the students do the Fractions sheet in class, so they can ask questions if they need to.
 * Assessment **:
 * All of the class work will be used as assessment.
 *  They should show work and clearly state their answers and make corrections after we have reviewed the answers as a class.
 * I will take up all work done in class (whether is has been checked or not).