Grade 4 Math:

Fractions

Kolton Krein

Table of Contents

1. Unit Overview..3
 2. Assessment Rationale...8
3. Lesson I10
4. Lesson II...18
5. Lesson III..24
6. Performance Task.30
7. Reflection..36
8. References.37

Overview Rationale:

The central objective of this mini-unit is framed around gaining an understanding of what fractions are and
how to use them. Other aspects found in this mini-unit revolve around building skills. Lessons are not designed to
simply transmit fraction information to our students. Rather, we engage students in the subject of fractions by
proposing questions, allowing for collaboration, and setting up meaningful activities. We also recognize the
importance of English Language Arts when it comes to learning, which is why we have incorporated aspects of
listening and hearing, reading and writing, and viewing and representing into this mini-unit.
Acquiring an understanding of fractions is valuable because it enhances students number sense and is
interconnected to the real world (Strand #1, Nature of Mathematics #5). That is to say, in a world where fractions are
prevalent, students can form strong and meaningful connections while broadening their knowledge of rational
numbers. The mathematics program of studies also places emphasis on the ability to visualize (Mathematical Process
#7). In this mini-unit, students move between pictures of fractions and written representatives. By doing so, students
acquire the skills to transform and recreate material. Learning these skills will help students become better learners
and accomplish more challenging tasks.

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 Fractions are also important to students because the act of learning fractions form new neural connections in
the brain, allowing students to become better thinkers and problem solvers. The ability to think critically and solve
problems help achieve learning outcomes (Mathematic Processes #4 and #5) in the K-9 mathematics program of
studies. More importantly though, these skills are valuable because they set up students to be successful in life. The
ability to solve problems, think logically and reasonably, are aspects that will contribute to student success across a
variety of subject areas and in everyday life. Therefore, learning fractions will contribute to students becoming
successful students and Canadian citizens.
Throughout this unit, students work alongside the teacher and classmates to enhance their knowledge of
fractions. In doing so, students develop stronger communication skills and mathematical vocabulary that will be
important for all future mathematics courses. Specifically, the knowledge gained from this mini-unit will prepare
students for the following grade 4 Mathematics and English Language Arts topics: decimals (Strand #1, SLO 9),
division (Strand #1, SLO #9) statics and probability (Strand #4, SLO #1 and #2), planning and organizing (3.1), and
conventions (4.1, 4.2).

Essential Inquiry:
How do we let someone know the amount of something that is less than one whole? To what extent are fractions
necessary in daily life?

Key Questions:
What does a fraction represent?
What are some examples of fractions?
How do we know which fractions are larger or smaller?
How is the format of a recipe different from other forms of writing?
What writing conventions must we have to make our recipe comprehensible?
What specific vocabulary is pertinent to recipes and cooking?

Knowledge and Skills Assumed:

Prior to starting this mini-unit, from the grade 2 mathematics curriculum, students should be able to articulate
what is meant by numbers being equal or unequal (Patterns and Relations, SLO #4). From the grade 3 mathematics
curriculum, students should be able to identify arrangements of numbers that are increasing or decreasing (Patterns
and Relations, SLO #1 and #2). These two skills should set students up for the ability to compare fraction sizes.
Since this mini-unit expands on fractions, it would also be beneficial, but not necessary, for students to have prior
exposure in grade 3 to the fact that fractions represent a part of a whole (Number Sense, SLO#13).

Connection to Alberta Program of Studies:

Mathematics:
Knowledge
- GLO 4.1: Develop number sense.
- SLO 4.1.8: Demonstrate an understanding of fractions less than or equal to one by using concrete, pictorial and symbolic
representations to:

- name and record fractions for the parts of a whole or a set

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 - compare and order fractions
- provide examples of where fractions are used
Skills
- Communication students are expected to communicate in order to learn and express their understanding
- Connections students are expected to connect mathematical ideas to other concepts in mathematics, to everyday
experiences and to other disciplines

- Problem Solving students are expected to develop and apply new mathematical knowledge through problem solving
- Reasoning students are expected to develop mathematical reasoning
- Visualization develop visualization skills to assist in processing information, making connections and solving problems
Attitudes (Goals)
- use mathematics confidently to solve problems
- communicate and reason mathematically
- appreciate and value mathematics
- make connections between mathematics and its applications
- commit themselves to lifelong learning
- become mathematically literate adults, using mathematics to contribute to society
- exhibit a positive attitude toward mathematics
- engage and persevere in mathematical tasks and projects

English Language Arts:

Knowledge, Skills & Attitudes
- GLO 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.
- SLO 1.1.1 Express ideas and develop understanding
- SLO 1.1.2 Experiment with language and forms
- GLO 2: Students will listen, speak, read, write, view and represent to comprehend literature and other texts in oral, print,
visual and multimedia forms, and respond personally, critically and creatively.

- SLO 2.1.1 Use prior knowledge

- SLO 2.1.2 Use comprehension strategies
- SLO 2.1.3 Use textual cues
- SLO 2.2.1 Experience various texts
- SLO 2.2.2 Construct meaning from texts
- SLO 2.3.1 Understand forms and genres

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 - SLO 2.3.2 Understand techniques and elements
- SLO 2.3.3 Experiment with language
- SLO 2.4.1 Generate ideas
- SLO 2.4.2 Elaborate on the expression of ideas
- SLO 2.4.3 Structure texts
- GLO 4: Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication.
- SLO 4.2.1 Attend to grammar and usage
- SLO 4.2.2 Attend to spelling
- SLO 4.2.3 Attend to capitalization and punctuation
- GLO 5: Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.
- SLO 5.2.1: Evaluate group process
- SLO 5.2.2: Work in groups
- SLO 5.2.3: Cooperate with others
- 6 language arts reading, writing; listening, speaking; viewing, visually representing
Resources:
Oral tradition is the passing down of knowledge through speech or song without the use of a writing system. This can
be used, to a certain extent, in mathematics; however, there are limits to this practice because there also needs to be a
practical aspect to mathematics, since students can talk about fractions all they want, but there comes a time to apply
their knowledge to the pen. Indigenous pedagogy involves experiencing the lesson. This encourages tactile engagement
and personal engagement with the environment (e.g. learning about fractions while looking at the moon and learning
about different phases of the moon).

We have been able to incorporate, to a certain extent, an aspect of oral tradition into our third lesson by having a short
discussion about the ways recipes can be passed down.

http://www.learnalberta.ca/content/aswt/index.html#/home. This site describes different aspects of indigenous life and

culture and what they believe is important. It is useful when trying to incorporate FNMI aspects to a lesson because the
various aspects of FNMI perspectives are summarised.

Nagda, A. W., & Bickel, C. (2004). Polar bear math: Learning about fractions from klondike and snow (1st ed.). New
York: Henry Holt. Using this recourse, students follow two polar bear cubs from the Denver zoo as the zoo staff learn
how to feed them and take care of them. One could read this book to the class to show a real-life application of
fractions (and who does not love a cute polar bear cub?).

Differentiation:
Our mini-unit contains both individual and group work. Individual work helps students gain a level of
independence, allowing them to work within their own boundaries rather than adjusting to the groups boundaries.
Alternatively, working in groups help foster confidence by sharing work and having work supported by others.

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Group work also allows students to see a variety of different perspectives which can enhance cognitive flexibility
and lead to a deeper understanding of material. We feel that having a balance of both individual and group work sets
our students up for the best chance of achieving success and meaningful learning. Having both working
environments allows introverted as well as extraverted students to feel comfortable and confident while they work.

Throughout our lessons, we logically build and sequence new skills. In ordering these skills, we allow
students to make connections from lesson to lesson (integration). Having strong connections between material helps
solidify content. Building systematically upon lessons also allows kids who struggle with flexibility to shift between
lessons easier.

During our mini-unit, we also ensure that the teacher has adequate time to move around the room and act as a
more knowledgeable other for students learning of fractions. As students move through the zone of proximal
development, our lessons have been designed such that support can slowly be with withdrawn as the students
become more capable.

We understand that each child may reside in a different area of capability and competency going into this
mini-unit. As a result, we have tailored our lessons to include reviews (thereby not excessively depending on prior
knowledge), as well as formative assessments throughout as a way to ensure that students are capable of moving on
before doing so. In some cases, we anticipated that students may be proficient and complete tasks early. Therefore, in
lesson II for example, we added an extra activity (domino fraction game) that is related to the learning outcomes and
can be participated in if students happen to finish early. As well, the performance task requires a minimum number
of tasks to be completed, but no maximum, thereby allowing students to extend their ability to show their knowledge
and skills. In the performance task, we have also allowed for a variety of different recipes to be constructed as a way
of differentiating student interests and capturing engagement.

Over the course of the unit, we use the three creative strands of English Language Arts (writing, speaking and
visual representation) in order to formatively and summatively assess our students, allowing students to be able to
demonstrate their knowledge in several different modalities. Our summative performance task is writing-based
because we wish to assess this particular modality of expression; however, this task is not at a high level of difficulty,
and so students who struggle with writing can complete it with minimal assistance.

Assessment Rationale:
This mini-unit is designed around a performance task which requires students to utilize their learning
throughout the lessons in order to synthesize a full hypothetical recipe as a creative project. Over the course of this
unit, we have incorporated several forms of assessment: assessment for learning, of learning, and as learning. Within
these forms of assessment, we have also ensured aspects of fairness, validity, and reliability.

Assessment for Learning

Assessment for learning is a form of formative assessment. Davies (2011) notes that assessment for learning
is used to collect information that will inform the teachers next teaching steps and the students next learning steps
(p. 2). We consistently use formative assessments throughout all of our lesson plans as a means of gathering
information about our students progress and learning. By doing so, we can give descriptive feedback that enhances
our students learning. We hold that it is important to give descriptive feedback during learning so that learners and
teachers can make adjustments to what is not working. Furthermore, early and consistent descriptive feedback helps
us prevent students form learning and incorporating erroneous information into long term memory.

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 Assessment of Learning

Summative assessment, or assessment of learning, is the process of measuring a students capabilities against
what is expected. This is reflected through our performance task. When we assign our performance task, we will be
using a rubric to determine where each student stands in relation to where they should be according to curricular
outcomes. We hold summative assessment to be another critical component of learning. By using summative
assessments and assigning a grade, we communicate clear expectations to our students about what they are to
achieve. Furthermore, as Davies notes, summative assessments support student learning by helping the school,
district, or system learn.

Assessment as Learning

Assessment as learning is where students self-correct and and collaborate during assessment (Gupta, 2016).
By having students engage in their own assessment process, we encourage reflection and a level of awareness that
will lead to deeper understanding and enhanced learning (Rowe, 2012). As educators, we note that students need to
be aware of how and what they are being assessed on. Just as importantly then, students should also be given the
opportunity to participate in their assessment and become further accountable for how and what they are being
assessed on. Throughout our lessons, we encourage students to participate in their own evaluation through self and
peer-assessments.

Validity

Careful consideration must be made to ensure that learning objectives are accurately represented in
assessments. As Davies notes, it is important to distinguish between the performance the test is intended to measure
and factors that may distort the scores unfairly (Miller, Linn, & Gronlund, 2009, p. 19). In other words, all
assessments must be valid in the sense that they measure only the learning outcomes that were intended. If there are
aspects being measured in the assessment that are irrelevant to the learning outcomes, then that assessment is invalid.
Throughout our lessons, we have created an assessment that only evaluates what the students were explicitly
expected to know and tailored the assessment to eliminate any irrelevant aspects that are not related to our learning
outcomes. Evidence of this can be seen through the connection of rubric criteria to the specific learning outcomes.

Reliability

Assessment must be repeatable and free of influence that would create error from case to case. In other
words, we need an assessment thats reliable. As McMillan (2001) notes, reliability is used to estimate the error in
testing. It measures the degree of consistency when several items measure the same thing and stability when the
same measures are given across time (p. 76). Too little or too vague of questions in an assessment may minimize the
dependability of an assessment. Therefore, when constructing our rubric for the performance task, we included 5
different levels by which to judge 5 different criteria, with each selection consisting of clear and concise descriptions.
By having a clear and exhaustive rubric, we provide a higher chance that the teacher will consistently give a similar
quality of student work a similar mark.

Fairness

McMillan describes a fair assessment as one that provides all students an equal opportunity to demonstrate
achievement and yields scores that are comparably valid from one person or group to another (p. 68). A driving
question we had throughout this mini-unit was: if students do not know what is expected of them, then how would it
be fair to assess them on our expectations? The answer was: it wouldnt be fair. As a result, we carefully constructed
our lessons to provide students with clear learning objectives (what they will be expected to achieve) at the

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beginning of each lesson. By doing this, we have ensured that students should all have an equal chance of knowing
the same material required for the performance task. However, fairness is also about equity, so throughout our
lessons we have incorporated learning differentiation to ensure that all students will be in a fair situation for the
performance task. When it comes to the performance task, we have provided students with a rubric containing
simplistic instructions that will guide what is expected from all of them. Additionally, we have achieved fairness by
ensuring, through formative assessments and careful selection of the rubric criteria, that students are not tested on
content they have not yet had the chance to learn.

Lesson I:
Grade Level: 4
Duration of the Lesson: 30 minutes
Learning Objectives: Students will represent fractional values visually and concretely as parts of a whole shape.
Learning Outcomes:
Math
- GLO 4.1: Develop number sense.
- SLO 4.1.8: Demonstrate an understanding of fractions less than or equal to one by using concrete, pictorial and symbolic
representations to:

- name and record fractions for the parts of a whole or a set

- provide examples of where fractions are used
English Language Arts
- GLO 5: Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.
- SLO 5.2.1: Evaluate group process
- SLO 5.2.2: Work in groups
- SLO 5.2.3: Cooperate with others
Materials: 1 large full-size chocolate bar of decent quality scored in 12 sections, class set of small treat-sized chocolates scored
into various parts (e.g. Caramilks in halves, Kit-Kats in quarters), class set of handouts (provided at end of the lesson)

Introduction
Teacher will Students will Formative Time
Assessment

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- Have a chocolate bar at - Come in and sit at - Observe students 1.5 mins.
the front of the classroom desks following
to direct students instructions (i.e.
attention. Welcome sitting in desks)
everyone! Please take a
seat.
- In todays math class, we
will be learning about
fractions using chocolate,
and how to draw them
out.

- Have students count the - Count the pieces - Observe if the 3 mins.
pieces in the chocolate bar students understand
- Here I have a chocolate parts of a whole.
bar. Do I have the whole - Answer yes
- Ask students
chocolate bar? questions and listen
- After breaking off two for their response,
sections and eating them, correcting if
- Answer no
ask question again unexpected answers
- Eat (or break off) an arise
additional 4 pieces
- How many pieces have I
eaten and how many were
at the beginning? - Answer: You have
eaten 6 pieces and
- This represents a fraction you had 12.
because fractions are parts - YAY!
of a whole, and I have part
of the whole chocolate bar
left. Dont worry, I have
chocolate for all! Its for
later in the lesson, after a
fun worksheet!

Body
Teacher will Students will Formative Time
Assessment

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- Ask students (again) - Answer 12 - Check for correct 6 mins.
How many pieces did the answer, giving
chocolate bar have? corrective feedback
- Ask How many did I if necessary.
eat? - Answer 6
- Write the fraction on the
board as 6/12 and draw a
chocolate bar on board as - Check for
remembrance
fraction.
- Indicate top number =
numerator and bottom =
denominator.
- Denominator = all parts
total (e.g. 12 pieces of
chocolate = one bar)
- Numerator = all parts that
one has. (e.g. 4 pieces of
chocolate = 4/12 of the
bar)
- Continue shading bar to
show fraction indicated.
- Repeat the terms for the - Repeat terms after
fraction with the students. teacher (to aid in
remembrance of
terms).

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- Draw a circle on board. 10 mins.
Okay, what if we used
just plain circles instead of
diagrams of chocolate
bars?
- Student will draw a - Observe student to
- Ask What is half of this line dividing circle see whether they
circle? Give marker to a in half. draw a line to
student to show half. correctly divide the
- Students should circle.
- Why is this a half? respond that two - Check that students
Shouldnt this be a two- parts are known as know that half is
th? halves. a special case
- Correct divisions if
necessary
- Draw three circles divided
into different fractions
(e.g. thirds, fourths, sixths,
etc.).
- Write a fractional number
beside each (e.g. 2/3, 3/4,
1/6). - Students will shade
in correct fractions.
- Select students to shade in
the fractions indicated. - Students will
- Facilitate quick class
evaluate their - Check students
peers work understanding,
discussion about students
correct as needed
work What do you
think of (students) work?
Is it accurate?

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- have students get into - get into groups of 15 mins.
groups of 2 two
- have student helpers pass - pass out
out one worksheet to worksheets to pairs
every pair - students will - circulate through
- give students time to complete class to check
complete worksheet in worksheet student
pairs, circulate through understanding
class
- have full group
work through
questions that are
particularly difficult
- students will hand - glance over
- ask students to hand in in their worksheets worksheets and
their worksheets, and give when finished and check for student
students a chocolate when receive a small understanding for
done chocolate next class

Conclusion
Teacher will Students will Formative Time
Assessment

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 - Dont eat the chocolate - Not eat their - Check for following 4 mins.
right away! chocolate! of instructions
- Check for
- have students unwrap their - count their understanding
chocolate bar, and count chocolate sections
out the sections - answer question
- If you ate one piece of accurately
your chocolate bar, what
fraction of the bar would
you have eaten?
- If you ate everything
other than one piece of
your chocolate bar, how
much would you have - eat a piece of
eaten? chocolate!
- Now you see how
chocolate and fractions are
related! Please feel free to
eat ONE section of your
chocolate bar, and save the
rest for recess/lunch.

Name: _____________________________ Date: ____________________________

Shade in the fraction.

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 !

5/6 4/7 1/3

2/5 1/2 5/8

3/3 2/4 4/6

Shade in a fraction, then label it.

14
 !

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 Lesson II:
Grade Level: 4
Duration of Class: 30 min
Learning Objectives: Students will compare different pairs of fractions to determine which one is bigger, and which one is
smaller.
Learning Outcomes:
GLO 4.1: Develop number sense

SLO 4.1.8: Demonstrate an understanding of fractions less than or equal to one by using concrete, pictorial and
symbolic representations to:
name and record fractions for the parts of a whole or a set
compare and order fractions
model and explain that for different wholes, two identical fractions may not
represent the same quantity
provide examples of where fractions are used.

Materials: Transparency mats, Fraction Circle worksheet, dry erase markers, and erasers (all enough for each student) all to be
handed out at the beginning of activity, dominos (extension activity)

Introduction
Teacher will Students will Formative Assessment Time

- Welcome class, lets - quiet down and prepare - See if students are 2 min
getting ready for class. for learning. getting ready for class.

- By the end of this class

you will be able to compare
fractions and determine
which fractions are bigger
and which ones are smaller.

- Review fractions 10
from the previous min
lesson. - Answer with you - Check to see if
had a chocolate students
- How did I start last
lesson? bar. remember the
beginning of first
class.

- Who can tell me - Answer Top

what the numerator number - Check for
is called? understanding.
Correct as

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 - Now what is the - Answer Bottom needed.
bottom number number
called?

- Draw a circle on the - Check to see if

board and ask, Who - Draw a line down the student
can show me what a the middle of the divides circle in
half looks like? circle half.

- Choose student to
come and split the
circle in half.
- Draw two lines
- Erase line that and then shade 3/4
divided circle in half. of the circle. - Check to see if
Ask, Can someone student is
show me what 3/4 of drawing the lines
the circle is? Come and shading the
to the board draw the circle correctly.
lines and then shade
in the fraction.

- Choose student to
demonstrate what
3/4 is.

- Erase and draw two

circles. Divide on
into 5 and one into 4.
Shade in a fraction
e.g. 3/4 and 3/5 and - Answer, 3/4.
then write the
fraction underneath - Check for
the circle. understanding.
Explain why it is
- Ask, which fraction 3/4.
is larger? Pick
student to answer.

Body
Teacher will Students will Formative Assessment Time

- Ask student helpers - sit and wait for the - Observe the 7 min
to pass around supplies to be class to see if
transparency mats, handed out, while they are
fraction circle sheets, certain students following

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 and dry erase hand the supplies instructions.
markers and erasers out.
to students. - Shade in one of
the fractions on
- Activity:
the transparency
Comparing
then lay it over the - Walk around and
fractions using a other one. Answer observe each
transparency mat to as follows: student
help see which correcting as
fractions are bigger - 1/2 > 1/3 needed.
or smaller. First, it - 2/5 > 2/6
will be done as a - 3/8 < 4/5 - Ask select
students to read
group, then as pairs - 6/9 = 2/3
out their answers
or individually. - 4/10 = 2/5 (ask them if its
- As a group compare ok that they
at least five fraction share before they
sets are called on.)

- 1/2 1/3
- 2/6 2/5
- 3/8 4/5
- 6/9 2/3
- 4/10 2/5

- Allow students to 7 min

work with their - Go around to the
elbow partners. groups/
- Work either in individuals and
- Together (or alone)
pairs or observe the
come up with two
individually and progress of
comparison pair and
create two pairs of students. See if
determine which
fractions and then they are using
fraction is bigger and
compare them to the transparency
which is smaller or if
each other to mats.
they are equal. Use
determine <, >, or
your transparencies - Help where
=. needed,
to help you.
- Also instruct students correcting and
- Write the answering
to also write the
numerical
numerical fractions questions as
fractions and use
that they chose to needed.
the transparency
compare. - See if they are
mats to show their
writing both the
fractions.
numerical
fraction and
showing it on the
transparencies.

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 - Have students pass - Watch to see if
all the materials to - Pass everything the students are
the front and have forward and following
student helpers student helpers instructions and
gather them and put will gather the then if they are
them away. materials. quietly sitting in
- Have the students sit their desks.
quietly in their desks. - Sit quietly in their
desks.
- Possible extension
activity (explained
below)

Conclusion
Teacher will Students will Formative Assessment Time

- Ask What are some - Hopefully - Observe whether they 4 min

ways that we use answer, know what fractions
fractions at home? Baking or are in the context of
cooking the home:
- Are they saying
things that relate to
home life?
- Are there fractions
involved in what they
- Explain briefly how are saying?
baking has a lot of
fractions.
- Its important to
know how much 1/4
is compared to 2/3
because then we
know which is more
and which is less and
can prepare the
appropriate amount
of an ingredient for a
recipe.
- Bring a recipe for
next class (either
digital sent by email
or physical.

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Extension activity: If students complete their final activity ahead of others (or there is extra time) they can play the
domino fraction game. This is how it would work:
Prep:
1. The dominos are all face down and students are divided into two teams.
2. Students are away from the dominos (its a relay)
Playing:
1. Each team will have one person go to the dominos, pick up two dominos and then go back to their team.
2. (They must have the larger number on the bottom to see the fraction). They will place the dominos left to
right as larger fraction to smaller fraction.
3. The next team member repeats steps 1 and 2, placing their domino pair under the previous one, until all
players have gone at least once (number of rounds to be determined).
4. Once a team has completed all the rounds, they must have someone (teacher, helper, or parent) check to see if
all their fractions are correctly placed.
5. If they are, that team wins.

Lesson III:
Grade Level: 4
Duration of the Lesson: 30-35 minutes
Learning Objectives: Students will analyze the format and style of a recipe as a group and individually. Students will replicate
this format as a class, and incorporate appropriate vocabulary into recipe they create. This will be accomplished in 30 minutes.
Inquiry Questions: How is the format of a recipe different from other forms of writing? What specific vocabulary is pertinent
to recipes and cooking?
Learning Outcomes:
Mathematics
- GLO 4.1: Develop number sense.
- SLO 4.1.8: Demonstrate an understanding of fractions less than or equal to one by using concrete, pictorial and
symbolic representations to:
provide examples of where fractions are used.
English Language Arts
- GLO 2: Students will listen, speak, read, write, view and represent to comprehend literature and other texts in oral, print,
visual and multimedia forms, and respond personally, critically and creatively.

- SLO 2.1.1 Use prior knowledge

- SLO 2.1.2 Use comprehension strategies
- SLO 2.1.3 Use textual cues
- SLO 2.2.1 Experience various texts
- SLO 2.2.2 Construct meaning from texts
- SLO 2.3.1 Understand forms and genes
- SLO 2.3.2 Understand techniques and elements

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- SL
O

21
 2.3.3 Experiment with language

- SLO 2.4.3 Structure texts

Materials: Recipes submitted by class, SMART board, SMART document reader (optional)

Introduction
Teacher will Students will Formative Time
Assessment

- ask students to email - email teacher a recipe, - observe if students 1 mins of

teacher a favourite recipe either online or by have written instruction
from home the night scanning assignment in their time
before lesson, or bring in - find a recipe card agendas
recipe book/cards
tomorrow
- Tomorrow, we will be
learning about how
recipes are written.
- sort through recipe
submissions during a prep
period in order to pick
appropriate recipes to
display

NEXT DAY

- ask students to gather on - sit on the carpet with their - direct and correct 1 min.
the carpet in front of the recipe cards behaviour as
SMART board, and bring necessary
their recipe
- We will be learning about
the special type of writing
known as a recipe, and
you will be eventually
writing your own!
- project a teacher-prepared
recipe onto the board
OR
- ask student to put their
recipe card underneath the
- selected student will put
their card in the document
SMART document reader
reader

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- What does a recipe do? - explain that it gives - observe for 3 mins.
instructions for how to understanding,
- Why do we write down cook a dish guide answers as
recipes? - explain that a recipe is needed
used so that ingredients
and steps are not forgotten
- Relationship to indigenous
ways of knowing: How
else do we pass down
recipes? Does Grandma
or Grandpa just know the
recipe in their head and
are able to cook from
memory? If you ask them,
they probably wont be
able to show you a written
recipe this is called an
oral tradition. Its passed
down orally (which means
from person to person by
talking).

Body
Teacher will Students will Formative Time
Assessment

23
- Lets look at some 8 mins.
recipes and see how they
are put together!
- Have students quietly read - read recipe quietly - check as students
are reading for
through the projected
reading strategies
recipe first, & answer any
questions. - answer 2 - check for analysis
- How many major
sections does this recipe
have?, explain ingredient
list and directions.
- How are the ingredients - understand that - check for analysis
listed?, draw attention to ingredients are listed with
measurements and list appropriate measurements
form draw attention to (i.e. cups, teaspoons), in a
fractions used list form (not prose)
- Is there anything you - understand that sentence
structure in a recipe is - check for
notice about the sentence understanding
structures in the recipe? built upon short,
descriptive sentences
- Lets talk vocabulary! - identify words such as
Do you see any cooking- bake, boil, broil, whip, - check for students
specific vocabulary in this beat, fry, etc. identification of
recipe? Teacher should vocabulary
explain any new
vocabulary words.

- dissect another recipe that - students will help teacher - check for 5 mins.
a student brought in as a dissect another recipe into understanding of
class, as above its components, and pick prior concepts
out the vocabulary words

24
- have students dissect the - circulate, checking - check for 5 mins.
recipe that they brought reading with weaker understanding
individually readers through asking
- Has everyone found their - answer leading questions students questions
ingredient list? What is when teacher calls on about the structure
the most interesting them of a recipe
measurement that you
have?
- Has everyone found their
directions? What is the
most interesting cooking
vocabulary word you
have?

- Now that we know how 8 mins.

recipes are written, lets
try writing one together as
a class!
- guide students through the - students will provide a list - check for synthesis
creation of a recipe for of ingredients and of concepts by
everything stew (or measurements asking students to
similar) as a class
- students will provide a set create their own
- ask students for of directions for recipe as recipe, using proper
ingredients and prompted by the teacher measurements and
measurements vocabulary
- ask students for a list of
directions depending
on time, this can either
make sense, or be
complete nonsense
- if functionality is
preferred, students
should be guided
e.g. prepare ingredients
before cooking

Conclusion
Teacher will Students will Formative Time
Assessment

25
- Excellent work everyone! 4 mins.
We know what the parts of
a recipe are, and how to
read them! Draw
attention to how recipes
are a very specialized type
of writing/text used in
daily life vocabulary,
format
- Recipes also use math. - Fractions are in - check for
What have we been measurements in recipes! application
learning about in Math
that turns up in recipes?
- introduce performance
task using instructions
included on page 30.

26
 Performance Task

Grade Level: 4
Duration of the Task: Up to three 30-minute class blocks
Learning Objectives: Students will synthesize information from the previous lessons in order to create their own recipe with
fractional expressions.
Learning Outcomes:
Math
- GLO 4.1: Develop number sense.
- SLO 4.1.8: Demonstrate an understanding of fractions less than or equal to one by using concrete, pictorial and symbolic
representations to:

- name and record fractions for the parts of a whole or a set

- compare and order fractions
- provide examples of where fractions are used
English Language Arts
- GLO 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.
- SLO 1.1.1 Express ideas and develop understanding
- SLO 1.1.2 Experiment with language and forms
- GLO 2: Students will listen, speak, read, write, view and represent to comprehend literature and other texts in oral, print,
visual and multimedia forms, and respond personally, critically and creatively.

- SLO 2.3.1 Understand forms and genres

- SLO 2.3.2 Understand techniques and elements
- SLO 2.3.3 Experiment with language
- SLO 2.4.1 Generate ideas
- SLO 2.4.2 Elaborate on the expression of ideas
- SLO 2.4.3 Structure texts
- GLO 4: Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication.
- SLO 4.2.1 Attend to grammar and usage
- SLO 4.2.2 Attend to spelling
- SLO 4.2.3 Attend to capitalization and punctuation
- GLO 5: Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.

27
 - SLO 5.2.1: Evaluate group process
- SLO 5.2.2: Work in groups
- SLO 5.2.3: Cooperate with others
Materials: SMART board or other projection device, class set of assignment outlines

Introduction to Performance Task

Teacher will Students will Formative Time
Assessment

- project assignment outline 15 mins.

and rubric on the board
- select students to read
sentences of the
- read as they are invited - check for
assignment and rubric out - discuss what is meant by comprehension of
loud. After students read a the reading by clarifying the assignment by
part, have a class with each other. use of guiding
discussion clarifying what questions e.g.
is meant by that reading. How many
The teacher should
ingredients do you
address all criteria of the
rubric, the corresponding - ask their questions need in the recipe?
levels of the rubric, and Verbally correct any
the assignment sheet so misconceptions
that students know exactly students might
what is expected of them have.
(NOTE: students have
already read Stone Soup in
a prior lesson).
- ask more questions - check for
comprehension
e.g. What does
- ask if students have any (such and such a
final questions before term) mean?
handing out the
- move into groups
assignment and rubric.
- circulate through
Clarify any confusion room to help
before moving on. students who have
- pair students into groups weaker writing
of two. Specifically, the skills.
teacher should pair
stronger students with
weaker students of close
variance. Too wide of
variance in pairing will
not allow for proper
support and collaboration
- complete the assignment
between students. 30 - 40 mins.
together.
- hand out the assignment
and rubric to students.

28
- students will be given
approximately 45 minutes
of class time to complete
the project.
- after a group has
completed their recipe,
instruct them to find
another group that has
finished. Once in this
group of four, let students
know that they will use
their rubrics to assess their
peers work (NOTE: in a
previous lesson the
students have already been
instructed on the proper
ways to give and receive
peer-feedback).
- have students discuss and
implement the feedback
they have received.
- instruct students to hand
in their assignment with
both group members
names on it along with the
rubric that their peers
assessed them with.
- check for
engagement and
capability by
checking in with
each group to ask -20 - 25mins.
them what they
- pair up with another group have done and
and use your rubric to where they plan on
give feedback going. e.g.
What recipe are
you creating? What
are the largest and
smallest ingredients -10 - 15mins.
- discuss and implement
you plan to have.
changes to their recipe
Verbally correct any
- misconceptions
- write both names on the students might
assignment and hand it in have.
along with the rubric that - check for
was used to peer assess participation and
them capability by
collecting the
rubrics used to peer-
asses and walking
around from group
to group to ask
questions and
observe actions.
Verbally correct any
misconceptions
students might
have.
29
After learning about recipes and how they are written, lets write our
own recipes! In groups of 2, create a recipe for one of the following:

Witchs brew
A magic potion
Stone Soup
Other

Following normal recipe writing style, write a recipe with the

following:

At least 6 ingredients
Appropriate amounts of ingredients
o 4 of these amounts must be fractions
o Ingredients must be listed from largest to smallest
Proper recipe writing style
o Use at least 4 cooking directions (stir, beat, bake, fry, fold,
steam, etc.)

After youre finished, you will

get to share your recipe
with a friend!

Have fun!

Recipe Rubric

Student: ______________________________ Date: _________________________

30
 Level Excellent Proficient Satisfactory Needs Insufficient (1)
(5) (4) (3) Work (2)
Criteria

Ingredients Recipe is 1 ingredient 2 ingredients 3 4 or more

(2.4.1) complete missing missing ingredients ingredients
with at least missing missing
6
ingredients

Fraction use 4 or more 1 fraction 2 fractions 3 fractions No fraction

(4.8.1, 4.8.4) correct missing or missing or missing or ingredients given,
fractions in incorrect incorrect incorrect or all incorrect
ingredient
list

Fraction Ingredient 1 error in 2 errors in 3 errors in 4 or more errors in

comparison list is sorting sorting sorting sorting
from largest correctly
to smallest sorted
(4.8.2)

Cooking 4 or more 3 suitable 2 1 adequate No adequate terms

terms proper terms are appropriate term is are given
(4.1.1) terms are given terms are given
given given

Recipe No errors Minor Some errors Many Spelling and

conventions in spelling errors in in spelling errors in format is
(4.2.1, 4.2.4, and/or spelling and/or format spelling incomprehensible
4.2.5) format and/or and/or
format format

Total: /25

Notes:

31
 Reflection
The essential questions that our mini lessons address are: How do we let someone know the amount of something
that is less than one whole? To what extent are fractions necessary in daily life? We break these questions down
into smaller sub-questions that relate to each individual lesson. For example, for Lesson I we address the questions:
What does a fraction represent? and What are some examples of fractions? We try to only ask two key
questions per lesson that we deem to be achievable in answering that class, and that will transition into the next class.
The questions we use are supposed to cause students both critically think and relate to the content being taught.

We have embedded scaffolding techniques throughout all of our lessons. This is done through working
through example questions together as a larger group, then allowing students to work independently. The use of
repetition in full-class discussion is to enable better memory retention. This is done so that when the students are
asked to work in pairs or as individuals, they will remember the process of examining and comparing fractions. We
hope that by having students learn together as a group, getting the foundational learning assessed formatively and
corrected as needed, they will better understand their work when they are doing it individually, or in pairs. This is
how we encourage independence for the final assessment piece.

In terms of teaching ideologies, we have pulled aspects of the social-efficient, learner-centred, and scholar-
academic ideologies. The majority of our instruction is direct instruction, which is a hallmark of the scholar-
academic ideology, and we teach time-honoured subject matter. Our lessons become more learner-centred through
the use of inquiry questions that students can think about throughout the lesson, and by engaging students with a
novelty (the chocolate bar) at the front of the classroom. The reticular activating system responds to this novelty by
directing information in to the prefrontal cortex of the brain, and is stored in the long-term memory through the
episodic buffer. The majority of the content of our lesson plans is centred around a social-efficient ideology; we are
scaffolding student learning towards practical, applicable knowledge for living in society.

A difficulty we have encountered is the dichotomy between the planned curriculum and the lived curriculum.
As this assignment is based upon an entirely hypothetical situation, we have no idea of where exactly to differentiate
for student learning. We neither know what struggles or strengths our hypothetical students may have, nor how
many students to plan for. We have written a lesson for a planned curriculum, yet our students require our planning
to reflect their needs. We want our students to be able to apply their responses to our overarching questions to their
own lives, yet it is impossible to do so without any knowledge of their hypothetical lives. This notwithstanding, we
recognize that this is the predicament of every teacher when they must plan for a class of students they have never
met.

References

Alberta Education. (2000). English language arts: Kindergarten to grade 9 program of studies.
Government of Alberta: Edmonton.

Alberta Education. (2016). Mathematics: Kindergarten to grade 9 program of studies. Government of

Alberta: Edmonton.

Davies, A. (2011). Making classroom assessment work. connect2learning: Courtenay, BC.

Fraction Circles. (n. d.). Retrieved from http://www.worksheetfun.com/2013/03/08/fraction-circles-

worksheet/.

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Fraction Circles. (n. d.). Retrieved from https://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm.

Gupta, K. (2016). Assessment as learning: students learn, self-correct, and collaborate during the
test. The Science Teacher, 83(1), 43-47. Retrieved from https://search-proquest-
com.ezproxy.uleth.ca/docview/1755024871?accountid=12063.

McMillan, J. H. (2001). Classroom assessment: Principles and practice for effective instruction (2nd
ed.). Allyn and Bacon: Boston.

Miller, M. D., Linn, R. L., & Gronlund, N. E. (2009). Measurement and assessment in teaching (10th
ed.). Pearson: Upper Saddle River, NJ.

Nagda, A. W., & Bickel, C. (2004). Polar bear math: Learning about fractions from Klondike and Snow.
New York: Henry Holt.

Rowe, J. (2012). Assessment as Learning. Retrieved from http://etec.ctlt.ubc.ca/510wiki/index.php?

title=Assessment_as_Learning&oldid=44250.

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