Differentiated Units Assignment

Donna Robertson
Math Concept: Fractions
Grade 4
CCSS Math.Number and Operation-Fractions.4.NF.3b. Decompose a
fraction into a sum of fractions with the same denominator in more than one
way, recording each decomposition by an equation. Justify decompositions
by using a visual fraction model.
Big Idea: Fractions are number representations for concrete and visual
models.
Lesson Goal #1: Students can represent with fractions given a concrete or
visual model using addition of the unit fractions to compose the whole.
Open Question: What do you know about fractions?
Expected Student Responses
-They are equal pieces of something.
-Its when you take a whole thing and cut it apart.
-Fractions are less than the whole.
-They are between 0 and 1 on a number line.
-We think they can be ANYWHERE on a number line.
-Different fractions can be equivalent to each other.
-They have a number on top and a number on bottom.
-They can be parts of shapes.
-Half of something is a fraction.

Management
Students work in pairs to talk over what they know about fractions. They
choose at least one idea to share with the class and the teacher records the
ideas in the form of a circle map. Where possible, incorporate academic
language and content vocabulary into the circle map by including terms such
as numerator, denominator, equivalent, unit fraction, etc.
Tiered Lesson:
Using a strip of paper, model folding into equal parts (such as fourths) and
have students do the same. Record the whole strip as its decomposed parts
of + + + = 1. Then, by folding parts of the strip, model how to do
variations such as + = 1. Ask them to list all the representations they
can find, then debrief and record their findings.
With a new strip of paper, try the same activity but with fifths or sixths.
Encourage them to draw their findings with tape diagrams as well as record
their findings with number sentences/number bonds. After an appropriate
amount of time, have them share their findings with partners so they can add
to their own list. Elicit their help to record all ways to decompose the whole
using those unit fractions on a large chart.

Formative Assessment:
Give students a visual model of 5/5 with 3 parts in one color and 2 parts in
another color. Ask them to write a number bond or number sentence to
match the model.
Give students a number bond and sentence for 3/3, such as 1/3 + 2/3 = 3/3.
Ask them to draw a tape diagram to represent the number sentence.
Lesson Goal # 2: Students can compose and decompose fractional numbers
greater than 1 using a concrete or visual model and a number sentence.
Open Question: Can fractions be greater than one? How do you know?
Expected Responses:
-No, they have to be only parts of a whole.
-Yes, they can because I can eat more than 1 whole of a candy bar, and then
part of another one.
-We say yes because we did that in third grade.
Academic language:
Using fraction strips, build the fraction 5/4 and review the meanings for
numerator and denominator. Show the relationship of the model 5/4 to the 1
whole strip (or strips). Draw the same using a tape diagram.

Parallel Tasks:
Using Lesson 1 formative assessment as the guide, have those who were
successful go on to practicing drawing tape diagrams and number sentences
for 7/5, 10/4, and 5/2. For those who needed more review, work as a small
group using the fraction strips to build the above fractions, then record them
as tape diagrams.