CEP 452: Lesson Plan

Section 1: The Plan

LESSON OVERVIEW
Title: Lets Share A Pizza Using Fractions!
Author: Megan Jurgensen
Subject: Math
Grade Level: 4th
Duration: 30-45 minutes
Unit Description: This lesson is part of a bigger lesson on Fractions.
Lesson Goals: Students will be able to:
a. Add and subtract fractions with like denominators
b. Use visual representations
Common Core Standards: CCSS.MATH.CONTENT.4.NF.B.3.D
Solve word problems involving addition and subtraction of fractions referring to the same
whole and having like denominators, e.g., by using visual fraction models and equations to
represent the problem.
Big Ideas: Fractions with like denominators are numbers that can be added or subtracted.
Barriers:
Background knowledge of fractions
Vocabulary
Conceptual Knowledge
Children with limited arm mobility may have a hard time using the visual representation.
METHOD
Anticipatory Set:
1. Review what fractions are with snap cubes activity
3.1 Activate or supply background knowledge
5.2 Use multiple tools for construction and composition
a. Each student will receive the same number of snap cubes in a variety of colors
giving children the choice of what colors they want to use
7.1 Optimize individual choice and autonomy
b. The teacher will write a fraction on the board
c. The teacher will model the fraction using her own set of snap cubes
3.3 Guide information processing, visualization and manipulation
d. The teacher will review numerator and denominator with her fraction
2.1 Clarify vocabulary and symbols

e. The teacher will then write another fraction on the board

f. The students will now model the fraction using their own snap cubes
1.3 Offers alternatives for visual information
g. This will repeat for a few times
2. Practice what fractions are with partners at the table
a. Students will create their own fractions using their snap cubes
2.5 Illustrate through multiple media
b. The students partners will try and figure out what fraction their partner created
c. The students will be given a worksheet to write down the fractions they created
6.1 Guide appropriate goal setting
Introduce and Model New Knowledge:
1. Write the lesson goal on the board SWBAT add and subtract fractions with like
denominators
8.1 Heighten salience of goals and objectives
2. Model pizza activity
3.3 Guide information processing, visualization and manipulation
a. You and your 2 friends are sharing a large pizza! A large pizza has 8 slices. One
friend takes 2 slices and the other friend takes 3 slices. How many slices will you
get?
7.2 Optimize relevance, value, and authenticity
b. The teacher will have a large pie chart on the board with 8 removable pieces.
This pie chart will be similar to the one the children will receive later.
c. The teacher will write 8/8 on the board and explain that is the fraction that
represents the entire pizza.
d. The teacher will remove the first 2 slices representing the first friend and
subtract 2/8 on the board.
e. The teacher will then remove 3 slices representing the second friend and
subtract 3/8 on the board.
f. The teacher will ask the class how many slices remain on the pizza. Answer
3/8, which will be written on the board as the answer to the problem.
(8/8 - 2/8 - 3/8 = 3/8)
g. The teacher will explain that there are 3 out of the original 8 slices remaining for
you to eat.
h. The teacher will then explain that when you add or subtract fraction with the
same denominator, in this case it was 8, then you only add or subtract the
numerator.
Provide Guided Practice:
1. The teacher will pass out pie charts for all the children.
4.1 Vary methods for response and navigation
2. The students will follow along with their own pie charts as the teacher writes problems
on the board.
3. The teacher will then let students create problems for the class to do together
7.1 Optimize individual choice and autonomy

Provide Independent Practice:

1. The teacher will pass out story problems to the tables for them to work together to
solve.
2. The tables will be asked to read the story problems and write out the problems on the
worksheet. The students will be asked to solve the problems and write the answer too.
6.2 Support planning and strategy development
3. The worksheet will also include a section for students to create their own story
problems.
7.1 Optimize individual choice and autonomy
WRAP UP
1. The teacher will ask the class as a whole what they learned today, prompting them to
repeat the rule of adding and subtracting fractions with like denominators.
ASSESSMENT
Formative, Ongoing Assessment:
1. Provide ongoing assessment throughout the lesson
a. During anticipatory set, observe students matching the fraction written on the
board and notice who is getting it right away and who is struggling
b. During anticipatory set, observe partners as they create and figure out fractions
and notice who is guessing right and who is struggling
c. During guided practice, observe students and notice who is struggling
d. During independent practice, observe tables as a whole to see who are getting it
and who are struggle as well as individuals to see who is participating and
working together
Summative Assessment:
1. At the end of the lesson for the day, the students will be given a small sheet of paper with
5 problems on it. They will have 10 minutes to solve the problems.
MATERIALS
Websites
1. teAchology: The Online Teacher Resource
Lesson Plan: Adding and Subtracting like Fractions
By: Miss. Stefancyzk
http://www.teachnology.com/lessons/lsn_pln_view_lessons.php?action=view&cat_id=9&lsn_id=13506
Other Resources
1. Snap Cubes
2. Large pie chart for teacher
3. Small pie charts for students
4. Worksheets