IC2A Lesson 7.

4: Pattern Block Fractions

Overview and Context
Your name(s):
Grade level and school:
Title of lesson/activity:

Carl Baird
Wines Elementary, 4th Grade
EDM 7.4: Pattern Block Fractions

Teaching date(s) and time(s):

Estimated time for
lesson/activity:
Overview of lesson:

Context of lesson:

Sources:

February 3, 2014

9:25am

~60 Minutes
Students engage in a discussion about a math message
and complete Math Journal pages 194-196 in whole group
and individually. (Pacing for individual vs. whole group work
is structured) The questions students work on require the
use of pattern blocks, which will at times be displayed on
the document projector. Students will complete an end-ofdiscussion check that will assess their understanding of
fraction number models with relation to pattern blocks.
Students have recently completed a Unit 6 test and took a
unit 7 pre-test which assessed their knowledge on six
outcomes that will be tested at the end of this unit. Lessons
7.1-7.3 have been taught. Data complied from the unit 7
pre-test will be compared against the End-of-Discussion
Check that will take place at the end of this lesson, along
with that provided by the Unit 7 test that will be given later
next week. Assessment information for this lesson relates
to Report Card Outcome 40: Student is able to find
fractions of whole numbers using methods such as
multiplication or models.
Everyday Mathematics: Grade 4
Online Teachers Manual
Student Math Journal
EDM Online E-Toolkit (Used for making E.D.C.)
Learning Goals

Learning Goals

Connection to Standards

Connection to Activities

Students will be able to find

fractions of whole numbers
using methods such as
multiplication or models.

SMP1
Makesenseofproblemsand
persevereinsolvingthem.
SMP2
Reasonabstractlyand

Students work with pattern

blocks to study fractions and
to create number models.

University of Michigan, Undergraduate Teacher Education Program

For interns beginning the program in Fall 2012 and beyond

page 1 of 6
Rev. June 2012

Students will be able to

create number models to
show how different fractional
parts of a whole are
combined to equal 1.

quantitatively.
SMP3
Constructviableargumentsand
critiquethereasoningofothers.
SMP4
Modelwithmathematics.
SMP5
Useappropriatetools
strategically.
SMP6
Attendtoprecision.
4.NF.3.a
Understandadditionand
subtractionoffractionsasjoining
andseparatingpartsreferringto
thesamewhole.

Students participate in a
whole-class discussion about
fractional parts of the whole.

Attending to the Learners

Anticipating student ideas:
Students will need significant scaffolding to clarify the
language of use a number model for their work on page
196 (#16) and for the End of Discussion Check. Instructor
should therefore have a discussion in whole-group to
demonstrate what this looks like when working on page
194 #s 4, 5, & 6.
Problems 13-16 on page 196 are also challenging. These
should be completed as a discussion in whole-group.
Assessment Insights: 6 students scored B, Beginning on
Outcome 39 on pre-test: Student is able to identify
fractional parts of a set of objects. 21 students scored D or
S, and 2 students were absent from the pre-assessment.
Students who are secure in the area of identifying fractional
parts of a whole should be challenged to make number
models for problems 13-15 on page 196 to extend their
learning.
Making the content accessible
to all students:

-A student in my class has a hearing impairment. I will

therefore use a surround sound neck microphone during all
whole-class parts of this lesson.
-A student in my class has a learning disability that affects
her ability to remember certain mathematical concepts. I
may have her work with my mentor teacher during the
independent work portion of this lesson as I circulate the
room. I will begin my circulation of the classroom from her
desk so that I can have a brief one-on-one conversation
with her about how to start her work.
-All students will be encouraged to participate, and

University of Michigan, Undergraduate Teacher Education Program

For interns beginning the program in Fall 2012 and beyond

page 2 of 6
Rev. June 2012

volunteers may be asked to show their work on the ELMO if

appropriate to the discussion taking place.
-The work done in whole-group will be made visible to all
students via ELMO document projector.
-An appropriate amount of wait time and an active use of
the classroom space will be used to engage students in the
discussion

Assessments
Type of Assessment
End-of-DiscussionCheck

Learning-Goals Connection
The EDC for this lesson requires students to make a number model to
show how an object is divided into fractional parts of different sizes.
This will assess student progress towards Report Card Outcome #40:
Student is able to find fractions or whole numbers using methods
such as multiplication or models.

Instructional Sequence
Materials
:

29 Copies of Student Journal Page 212

1 Copy of Math Message (to be projected)
29 Copies of E.D.C.
1 Copy (each) Student Journal Pages 194, 195, & 196 (to be projected)
Pattern Blocks: rhombi, triangles, hexagons, & trapezoids (sets to pods)
Video Recorder
Straight-edges

Time

Steps Describing What the Teacher and Students Will Do

9:25am

Display Math Message

Notes

Students arrive in classroom from ILT.

Whole Group:
Instruct students to respond to math message in math notebook.
Allow ~3 Minutes for independent work.
Discuss Math Message
(Fractions are not meaningful unless we know what the whole is)
Option: Have two students go across the hall to ask Ms. Fischer
and Ms. Sanderson how many students are in their classes.
9:30am

University of Michigan, Undergraduate Teacher Education Program

For interns beginning the program in Fall 2012 and beyond

May
distribute

page 3 of 6
Rev. June 2012

Distribute Shapes page (212)

Distribute sets of pattern blocks to pods (place in small tub at
each table ahead of time)
Display Math Journal pg. 194 & instruct students to do the same
(math journals can be returned to desks)

pattern
block boxes
before
lesson
begins
(students at
ILT)

Have a volunteer read instructions.

Complete #s 1-4 in whole-group
Ask,
Take a look at number 4. How might we make a number model to
represent how Shape A was covered by our pattern blocks?
Answer: + 1/6 + 1/6 + 1/6 = 1
Complete #5 and make number model*

Wait time,
call on a
variety of
students
(may show
thinking on
ELMO)

Complete #6 and make number model*

*Emphasize that I will be asking them to do something similar at
the end of the lesson (EDC).

9:45am

Consider
position
within room

Have students turn to page 195.

Display student journal page 195.
Have a volunteer to read instructions.
Ask,
What is our new whole?
(The whole Shape B, NOT two wholes)
So, each of our pattern block shapes will have a new fractional
value because the SIZE of our whole just changed!
Complete #7 in whole group
Complete #11 in whole group
Say and Demonstrate,
In a moment I will release you to work with one partner to finish
page 195. Right now, write the word STOP at the bottom of the
page as a reminder not to move on to the next page. I will
circulate the classroom to answer any questions you might have.
Ask,
What should the volume level be like as we work with our
partners? What would be a good way for you to signal to me that
you have a question? I will signal for us to come back to whole-

University of Michigan, Undergraduate Teacher Education Program

For interns beginning the program in Fall 2012 and beyond

Students
who finish
page 195
early should
be instructed
to work on
math boxes
pg. 197

page 4 of 6
Rev. June 2012

group ~9:55 and well talk about our answers.

9:55am

Review pg. 195 in whole-group. Volunteers may show thinking on

document projector.
Instruct students to turn to page 196 and display.
Complete pg. 196 in whole-group.
# 16: Say and demonstrate,
Everyone look up at the board. Write Number Model: below the
instructions for #16. This is similar to what we did for numbers 4,
5, & 6 on page 194. Lets work together to make a number model
that shows how shape C can be covered.
Have students work with a partner to come up with a number
model. Emphasize staying on task.
Have a volunteer or Mr. Mosher/Ms. Kielb (depending on time
availability) go to the board to trace object C.
Have a volunteer lay out pattern blocks to cover object C on
document projector.

Note: pg.
196 is
challenging
b/c it is
impossible
to cover
shape C
completely
with
hexagon
blocks. Thus
students
must identify
fractional
values of
smaller
pattern
blocks.

Instruct board volunteer to trace these blocks, remove blocks

from ELMO.
Discuss in whole-group:
What are the values of each shape?
Have board volunteer write these values on whiteboard inside
traced pattern blocks.
10:15am

Distribute E.D.C.
Emphasize: Do this independently.

Student
Names!

~5 minutes for check. Collect.

Time
Remaini
ng

Students can work on completing unfinished problems from pages

194-196 and begin work on math boxes page 197.
Student pod-representative Rreturns pattern blocks to rainbow
table
Line up for Art (10:31)

University of Michigan, Undergraduate Teacher Education Program

For interns beginning the program in Fall 2012 and beyond

page 5 of 6
Rev. June 2012

University of Michigan, Undergraduate Teacher Education Program

For interns beginning the program in Fall 2012 and beyond

page 6 of 6
Rev. June 2012