Tayler Logue Math Lesson Plan - Grade 4
Tayler Logue Math Lesson Plan - Grade 4
College of Education
LESSON PLAN FORMAT
Name: Tayler Logue
Grade Level: 4th grade
School: Madison Elementary
Date: 3/15/19
Time: 2:00 PM
Reflection from prior lesson:
Yesterday, we finished discussing simplest form with fractions. Students understood that
they needed to see both the numerator and denominator can divide by the same
number. They focused on looking for common factors of those numbers. This knowledge
will help them in today’s lesson with creating common denominators. The students
started to struggle with bigger numbers used in the fraction. Example: 27/39 - this can be
simplified by 3 to 9/13.
Lesson Goal(s) / Standards:
4.NF.A.1. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using
visual fraction models, with attention to how the number and size of the parts differ even
though the two fractions themselves are the same size. Use this principle to recognize
and generate equivalent fractions.
4.NF.A.2. Compare two fractions with different numerators and different denominators,
by creating common denominators or numerators, or by comparing to a benchmark
fraction such as 1/2. Recognize that comparisons are valid only when the two fractions
refer to the same whole. Record the results of comparisons with symbols <, >, =, and
justify the conclusions.
MP1. Make sense of problems and perseverre in solving them.
MP2. Reason abstractly and quantitatively.
MP3. Construct viable arguments and critique the reasoning of others.
MP6. Attend to precision.
Lesson Objectives:
Given word problems with fractions, the students will determine the common
denominator by completing the questions with 80% accuracy (4 out of 5 questions).
Given word problems with fractions, the students will determine if the fractions are
equivalent by completing the questions with 80% accuracy (4 out of 5 questions).
Materials Needed: 2 half sheets of paper, pictures of cake cut or bring cake in, exit ticket
printed, questions printed for partner activities.
Contextual Factors/ Learner Characteristics: There are five students on IEPs, one on a
504 plan and two using Title services for reading and math. There is one student on a
behavior plan who just started receiving support in January. There are no language
needs. Most students are at grade level for math. The students are set up in six rows of
three and three rows of two. The students are eager to learn and are very willing to
participate.
A. The Lesson
1. Introduction
Relating to past experience: “I know we have been working on fractions and it has
been going well, so I know you will be able to master today’s challenge.
Objective: Let’s read the objective “I can problem solve to find common
denominators and explain if the two fractions are equal.”
Getting attention/need to know: I baked two cakes, because you know how much I
love sweets. I need to cut an equal number and same size pieces to be fair, but I
messed up! I cut one down the center vertically (model or show a picture) and the
other one, I cut two rows horizontally! (show picture). Can I make the pieces even?
How do you know?
2. Content Delivery
Part 1: Activity (10 minutes)
- Students, what did I just give you? (story/word problem). What are the steps to
solve story problems? (put pencils down, understand the problem, pick a strategy,
pick pencil back up and solve it, check if answer makes sense).
- Now, what did my story problem tell you? What information do you have? (Give
more wait time and let students share with elbow partners.) Ask for ideas. Clarify
misunderstandings.
- Thumbs up if you think you understand what my story problem is asking. Turn and
share your ideas with a partner. What is my story problem asking? (ask for
answers and students share).
- I am going to give you each 2 half sheets of paper. I want you to pretend these
are my cakes. Let’s fold them so the creases match my cuts. Now, I want you to
look at your “cakes” and think a bout how you would make the pieces even. What
can you do? Don’t fold yet. (Give wait time). Now, I want you to check in with your
elbow partner to see what ideas you have. Students share with partners then with
class. I think you mathmeticians are on to something. Try your idea now by folding
the paper to make the same number of pieces that are the same size.
- What did you find? Can I do it? (students should find that yes, I can correct my
mistake by making each cake have six pieces.) I am so relieved!
Part 2: Corresponding Discussion
- Take a look at our objective today. (Students check board: I can problem solve to
find common denominators and explain if the two fractions are equal.) What is a
common denominator? How does my cake mistake have common denominators
and equal fractions? (Students share ideas).
- I ask students to ellaborate and repeat what others have said once we are on the
right track.
- Mathematicians, you’ve got it! 6 is the common denominator of each fraction of
the cake. There are 6 sixths in each cake. How would I find out the common
denominator without folding the paper every time? If I gave you ⅘ and ½, how
would you find the common denominator? (use multiples, list them and find the
lowest duplicate number).
- students continue to solve this problem on their desks and volunteers
come up and write steps on the board.
- I also discuss equivalence with the fraction ⅘.
Part 3: Problem Solving in a Small Group:
- Students are given similar problems and asked what is the common denominator
and if two fractions are equivalent, explain.
- I will be walking around asking questions and checking understanding.
3. Closure (5 minutes)
- Students come together and we talk about misunderstandings and the process of
finding the answers as a class.
- We will redifine what they learned today
- I can problem solve to find common denominators and explain if the two
fractions are equal.
- students restate their I can statement and rate themselves on if they feel
they met their objective.
- If I think they don’t understand something, I will give them a preprepared exit
ticket with two questions.
B. Assessments Used
- formative assessment:
- questioning/checking understanding throughout lesson (discussion)
- Self rating during closure
- exit ticket
C. Differentiated Instruction
- For students who need more interventions, they will be given the same questions;
however, their questions will have little reminders at the top. For example: How
would you make the bottom numbers (the denominators) the same?
- For students who are advanced, they will be given two extra problems. One will
be explaining the student’s error (question 15). The other question will be similar to
my intro questions, but they will not be given a model - they have to sketch and
solve (question 16).
D. Resources
- Go Math Grade 4 Chapter 6