Lesson Plan Format:



Mixed Numbers and Improper Fractions Lesson Plan

Teacher: Elizabeth Kelley Grade Level: 4th grade  

I. Content and Standards:

PA Math Common Core

M04.A-F.2.1.1: Add and subtract fractions with a common denominator M04.A-

F.2.1.2: Decompose a fraction or a mixed number into a sum of fractions with the same denominator

M04.D-M.2.1.2: Solve problems involving addition and subtraction of fractions by using information presented in line plots (line plots must be labeled with common denominators, such as 1/4, 2/4, 3/4).

II. Prerequisites: Students will have experience with converting an improper fraction into a mixed number. Students will have experience with converting a mixed number into an improper fraction. Students will have experience with the basis of fractions and how a fraction is made into a “whole.” Students will have experience with adding and subtracting fractions.

III. Essential Questions: What methods can be used to convert between mixed numbers and improper fractions? Which method might work better?

IV. Instructional Objective: Students will be able to solve problems that involve mixed numbers and improper fractions. Given an improper fraction, students will be able to demonstrate the use of simplification to make the conversation easier. Given a set of matching cards, students will be able to identify matching pairs of mixed numbers and improper fractions.

V. Instructional Procedures:

Before: Activate students’ prior knowledge by reviewing the structure of a fraction, what makes a “whole,” and how to simplify an improper fraction. Ask students to turn to a partner and explain how they would simplify the following fractions: 4/8, 6/9, and 10/5. Discuss any confusion or mistakes.

During: Have students refer to task 10(a) in the textbook, page 93. Have a student explain how they would turn 10/4 into a mixed number. Ask if there are any alternative solutions. Explain that the fraction can be simplified either before or after finding the mixed number. Show both methods. Discuss solutions to tasks 10(b)-(d), having students show their answers on their slates. Check slates as a formative assessment.

Move on to task 11 in the textbook, page 93. Demonstrate how to add the fractions using two different methods: add the fractions then convert to a mixed number in simplest form OR “make a whole”, taking from one numerator to make the other fraction equal one. Discuss solutions to tasks 11(b)-(c), having students show their answers on their slates. Check slates as formative assessment.

Move on to task 12 in the textbook, page 93. Use task 12(a) to review subtracting a fraction from a whole number. Demonstrate how to convert one of the whole into an improper fraction, and subtract the fraction from it. Demonstrate an alternative method: turn the whole number into an improper fraction with the same denominator as the fraction being subtracted. Simplify the answer into a mixed number. Discuss the solutions to tasks 12(b)-(c), having students show their answers on the slates. Check slates as a formative assessment.

After: Have students get into groups of 2-5 students. Give each group a set of 20 cards with improper fractions and mixed numbers. Have students play “I have, who has?” using the cards. Students must make a spiral with the cards, using all the cards until the “stop” sign is revealed. If there are cards left when the stop sign is played, they must reshuffle or find their mistake. Check in with groups during game play as a formative assessment.

Assign workbook exercises on pages 86-87 for homework. Review homework on the next day as a summative assessment.

VI. Materials and Equipment:

• Math textbook and workbook

• “I have, who has” card decks with mixed numbers/improper fractions (3-4 sets depending on class size)

• Individual slates, markers, erasers

• Whiteboard or SmartBoard for lesson demonstrations

VII. Assessment/Evaluation:

Formative assessment will be used when students hold up their slates during the lesson. Use information to guide lesson and provide more problems/examples if necessary. Use card game as formative assessment. Review homework as summative and formative assessment method.

VIII. VII. Differentiation: Individualized Activities: Students may complete alternative homework or take home a “sprint” math sheet to practice converting between mixed numbers and improper fractions. Students may be organized in mixed ability groupings to support peer learning. Showing multiple methods of solving the problems helps reach a greater number of learners.

IX. Technology: Use the classroom SmartBoard to demonstrate the lesson. Manipulate fraction shapes on the SmartBoard to demonstrate how to make a whole and add/subtract fractions.

X. Self-Assessment: Are students able to solve problems independently using one of the two methods demonstrated in this lesson? Are students able to see the connection between a mixed number and its equivalent improper fraction? How can I make sure students are engaged and participating in the lesson?

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