Operation Stations- Fractions are numbers too!

Category Criterion
Name of Course/Class:
Numbers and Operations- Fractions
Operation Stations

Grade Level: 4th

Technology/Resources/Materials:
1 per student: 1 per group: 1 per class:

rubber gloves 1 aluminum pan teacher computer

Backgroun plastic tweezers fraction cards/ body parts LCD projector
pencil (to earn on operation
d graphic organizer (human body similar board)
(4 parts) to operation game)
Accommodations Modifications
Calculator use Differentiated stations (station problems are colored
by level: purple, red, green, blue groups)

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 Weblink to your curriculum:
https://app.oncoursesystems.com/curriculum/9073/3915993

Objective:
Orient Students will be able to...
1. Draw fraction models to help them compare and order fractions.
the 2. Use the symbols of <,>, and = to compare and order fractions.
learner:
3. Use repeated addition to create visual fraction models to multiply a whole number by a fraction .

(4 sections)
4. Use and create visual fraction models to multiply a whole number by a fraction .

5. Use visual fraction models to solve word problems related to multiplying a whole number by a fraction.

6. Investigate fractions other than unit fractions and join (compose) or separate (decompose) the fractions of the same
whole.

7. Turn mixed numbers into improper fractions using visual fraction models.

8. Solve real world problems involving addition and subtraction of fractions.

When given 25 fraction problems with 84% accuracy.

Essential Question:
How can understanding fractions as a whole help us (role-playing doctors) complete our operation?
Standards:
Common Core
CCSS.MATH.CONTENT.4.NF.B.4
Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
CCSS.MATH.CONTENT.4.NF.B.3.C
Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an
equivalent fraction, and/or by using properties of operations and the relationship between addition and
subtraction.
CCSS.MATH.CONTENT.4.NF.B.3.D
Solve word problems involving addition and subtraction of fractions referring to the same whole and
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 having like denominators, e.g., by using visual fraction models and equations to represent the problem.

Interdisciplinary Standards

Common Core
CCSS.ELA-LITERACY.L.4.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases,
including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered)
and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal
preservation).

Anticipatory Set/Hook/Daily Review: Time to complete: 5

minutes

Begin the lesson by setting the stage. Every doctor (student) will be given a patient folder with Patient Notes (aka
workspace) and a picture of a body where they would record their answers. Bodies will be differentiated to meet the needs
of the students in class. The students job will be to put the body back together by solving the missing addend problem on
each body part. Cases will be explained; students will set off to save their patients life.
Input/Modeling or Present Information: Time to complete: 5
minutes

Students will review how to solve fraction equations involving addition, subtraction, multiplication, simplifying, mixed
Instructional numbers, word problems, and improper fractions.
Check for Understanding/Provide Learner Guidance: Time to complete: 2
Design: minutes

Students groups are predetermined by quiz taken last week to differentiate instruction. Students will turn and talk ( Career
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 (8 events) Day) about how activity relates to guest speakers occupation (Doctor)
Guided Practice with coaching /Elicit Performance: Time to complete: 10
minutes

Students will work though centers with teacher observation and receive reinforcement of techniques when needed.
Teachers will be stationed at word problem center and making improper fractions into mixed numbers centers.
(45 minutes)
Independent Practice/Provide informative feedback: Time to complete: 10
minutes

Students will rotate throughout all centers and collect body pieces to bring their patient back to life. Centers are
differentiated by color and will target areas of weakness stressed on quiz to prepare for upcoming test. This review game
will be completed independently but will rotate though groups. At each center students will answer 5 questions at the
center and get checked by the assigned expert to earn the body part for that center before rotating.
Closure: Time to complete: 5
minutes

Students will pay you verse me against the teacher to practice academic vocabulary seen in this chapter to prepare for the
test. Ex: numerator, denominator, simplify, equivalent, improper fraction
Formal Assessment: Time to complete: 5
minutes
Students will be able to...
1. Draw fraction models to help them compare and order fractions.
2. Use the symbols of <,>, and = to compare and order fractions.

3. Use repeated addition to create visual fraction models to multiply a whole number by a fraction .

4. Use and create visual fraction models to multiply a whole number by a fraction .

5. Use visual fraction models to solve word problems related to multiplying a whole number by a fraction.

6. Investigate fractions other than unit fractions and join (compose) or separate (decompose) the fractions of the
same whole.

7. Turn mixed numbers into improper fractions using visual fraction models.

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 8. Solve real world problems involving addition and subtraction of fractions.

When given 25 fraction problems with 84% accuracy.

Enhance/Transfer: Time to complete: 3

minutes

What is the purpose of fractions as numbers?

Student Feedback:

Recommendation: Did you have enough time to collect all 5 body parts?

Teacher Feedback:

Were students bale to rotate effectively throughout the stations?