Name: Ali Antonelli

Type of Setting: 4th grade- Gifted and Talented classroom. There are 28 students in this class.
Date of Lesson: 3/14/2014
1. Purpose: Students will have an understanding of what fractions are and how to solve
them by using different manipulatives.
2. Vocabulary and Key Terms:
Fraction
Improper Faction
Mixed Number:
Numerator
Denominator
3. Skills:
Comprehension: The students will understand the different aspects of fractions.
4. Objectives: The students will be able to understand what fractions are
5. Standards: 4.NF. 1: 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.
4.NF. 2: Compare two fractions with different numerators and different
denominators, e.g., by creating common denominators or numerators, or by
comparing to a benchmark fraction 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, e.g., by using
a visual fraction model.
4.OA. 4: Find all factor pairs for a whole number in the range 1100. Recognize
that a whole number is a multiple of each of its factors. Determine whether a
given whole number in the range 1100 is a multiple of a given one-digit
number. Determine whether a given whole number in the range 1100 is prime
or composite.
4.OA. 5: Generate a number or shape pattern that follows a given rule. Identify
apparent features of the pattern that were not explicit in the rule itself.
6. Pre-Assessment: Over the course of the past three weeks, the students have been
introduced to fractions and have completed several lessons on the different kinds
fractions. The students know what equivalent fractions are and how to compare
fractions. They also understand how to add/subtract fractions with like denominators and
how to place fractions on a number line. Lastly, students were introduced to improper
numbers and mixed numbers.

7. Lesson Plan Presentation: (Mini Lesson)

(Procedure)- Students will be on the rug and SMART board should be on

 Tell the students that today they will be doing Math Centers to help them understand
fractions even more. Remind them that their test is next week and that the centers
will be a fun and helpful review.
Tell the students that before they can begin the math center activities, they must
review a few important topics within the Fractions chapter.
The teacher will go over a few problems from different topics and fraction
vocabulary. (1. Adding and subtracting fractions on a number line, 2.
Improper/Mixed Number Problem)
The teacher will first go over problem that involves adding and subtracting fractions
on a number line There will be a problem on the SMART board and the problem
will be solved as together as a class. The teacher should go slow and go over each
step, so the students have a clear understanding.
Next, the teacher will go over mixed numbers/improper fractions. The teacher should
ask students what they have to do for each step. The students are the ones solving
the problem; the teacher is only there to guide the students in the right direction.
The teacher will guide the students in solving this problem by asking them What do
we need to do first, etc...
This mini lesson will be a simple and fast review to help guide the children with their
Math Center Fraction Activities.
The teacher will introduce the each math center by pointing to each table and giving
the students a quick summary about each activity.
Tell the students that each center has folder that goes with it. Within each folder there
is a worksheet for each student.
Tell the students that on the folder they will find step-by-step directions they must
follow to be successful at each center
Tell the students that each folder has different directions taped on top of it. The
worksheets and/or activities will not be long, since the students will only have a
short time to answer questions.
Tell the students that they will be rotating table to table with their classmates from
their math tables.
Tell the students that they will have 10 minutes at each math center. Once the time is
up, students will be told to move to the next center and begin working. (The teacher
should use a bell to gain the attention of the students and move them along to the
next center.
The students will not be able to go to each center, but will finish the rest of the
centers on Monday. The teacher will tell the students that it is time put clean up.
Tell the students to put away papers and/object back where they belong on and the
table and come to the rug when you are ready.
The teacher will have students write a reflection on the math centers for homework.
Remind them that they will have a Topic 11 and Topic 12 exam next week.
*** Since there are many directions to follow for the math centers to run smoothly, there will be
a bulleted list of directions on the SMART board. The teacher should have a few students read
one bullet at a time so they can have a deeper understanding.
8. Materials:

 Pencils
Paper
7 different fraction activities/worksheets
Worksheets for each student at each center in a folder. (28 worksheets at each table)
9. Follow-Up Activity:
The students will be doing an activity at each math center
The activities will consist several fraction questions. The students must solve the questions
by using different manipulatives.
Students will be asked to write a reflection on the math centers
10. Evaluation Assessment: The teacher will be walking around, guiding the children at
each math center and making sure they are all staying on task.
11. Differentiation:
The students will be rotating to each center with their math members from their math
tables. The cooperating teacher has assigned students seats for each subject, depending on
ability.
12. Resources:
http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/nysp12cclsmath.pdf