Name: Kristin Giorgio
Grade: 4
Lesson Topic: Numbers
and Operations- Fractions
Integrated areas:
Arts: pizza models
1 giant manipulative
Several small
manipulative pizzas
(enough for every
pair of students).
Use a marker to
divide each pizza
into 8 equal sections
(students will cut
these out during the
Whiteboard, dry
erase markers
Essential Questions:
How do we use fractions in everyday life?
How do we use knowledge of fractions when deciding how much pizza is needed for a
party we are having?
Standards Assessed:
CCSS.MATH.CONTENT.4.NF.B.3.A Understand addition and subtraction of fractions
as joining and separating parts referring to the same whole.
CCSS.MATH.CONTENT.4.NF.B.3.D Solve word problems involving addition and
subtraction of fractions referring to the same whole and having like denominators, e.g.,
by using visual fraction models and equations to represent the problem.
Learning Targets:
I can subtract fractions.
I can simplify fractions.
I can find a fraction with a common denominator.
I can solve word problems involving fractions.
Engage (Activating Strategy)
How will you get students engaged in the topic? How will you introduce the topic?
Ask the students, “How many of you like pizza? Raise your hand.”
Ask, “Can I have someone come to the board and draw me a pizza with 8 slices?”
Present your giant pizza manipulative and attach it to the board. Tell them that
this pizza also has 8 slices.
Hand each pair of students their own small pizza. Have them cut across the black
lines so that their pizza is divided into 8 pieces. (Before the lesson, you should
have drawn these lines).
Key vocabulary to preview: fraction, numerator, denominator
Key questions from RBT:
“How many…?”
 How many slices are there?
“How would you…?”
 How would you draw a representation of an eight sliced pizza?
Explore (Student pre-assessment strategy)
Strategy used to pre-assess conceptual understanding:
Students will work with a partner and use their manipulative pizza to answer the
following questions. Do one question at a time and go over each question fully before
moving on to the next question.
1) If I ate 2 slices of the pizza, what fraction of the pizza did I eat?
2) If I ate ¾ of the pizza, how many slices did I eat?
Formative assessment tool/questioning/graphic organizer etc.:
Students will use their manipulative pizza to work through the problems with their
partner. After, teacher will have students share their answers and how they got their
Key questions from RBT:
“How would you solve…?’
 How would you solve this problem?
“How would you organize ____ to show…?”
 How would you organize your pizza manipulative to help you solve this problem?
“How would you show…?”
 How would you show your answer using your pizza manipulative?
Explain (Teaching Strategies)
Grouping strategies used in this part of the lesson: Whole group
How will you teach the topic? What will you say and do throughout the teaching phase of
the lesson?
1) Go over number 1 from exploration. Show visually using your giant pizza
manipulative. Now ask the students what fraction that would be in simplest
form. Go over how to get that fraction.
2) Go over number 2 from exploration. First, show visually using the giant pizza
manipulative. Then, show how to convert ¾ into a fraction with 8 as the
denominator. (We do this by multiplying the denominator and the numerator
by 2. Whatever we do to the bottom we must also do to the top).
Formative assessment prompts: What questions will you ask to gather data about
student understanding?
I will invite students to share what answers they found and to tell me how they got their
Questions from RBT:
“What changes would you make to solve…”
 What changes would you make to write your fraction as an answer in simplest
Elaborate (Extended Thinking Activity)
Student activity to extend topic. (Independent/ small group work)
Ask the students, “How many of you have ever had a party or been to a party
where there was pizza?” “Were there several boxes of pizza ordered?”
Write the following problem on the board, “Kendra is having a birthday party and
wants to order pizza. At the party, there will be 10 kids and 3 adults. If every kid
wants 2 slices and every adult wants 3 slices, how many pizzas should Kendra
buy? One pizza contains 8 slices.”
Have students work with their partner to find the answer. (Answer: 29 slices of
pizza are needed. Since one pizza contains 8 slices, Kendra will need to buy 4
pizzas in total).
Once everyone has finished working, call on students to share their answers.
Go over the problem on the board.
Ask the students, “How many slices will be leftover? What would you do with
these extra slices?” (Answer: 3 slices leftover, because 8x4=32 and 32-29=3).
Formative assessment/questioning: How will you assess this activity?
I will walk around to evaluate students as they are working. I will ask students what they
are thinking so far, what they have come up with so far, and what they are doing to figure
out the problem.
After students finish working, I will invite students to share their answers with the class
and explain to the class how they got their answers.
Questions from RBT:
“How would you solve____ using what you’ve learned…?
 How would you solve this word problem using what you’ve learned about
fractions, division, subtraction, addition, and multiplication?
“Suppose you could…what would you do…?
 Suppose you could do something with the leftover slices of pizza. What would
you do with them?
Evaluate (Summarizing Strategy)
Evaluation of students will be occurring throughout the lesson. I will walk around
to observe and interact with various pairs of students as they are working through
problems all throughout the lesson. Evaluation is also occurring as students are
sharing their answers with the class.
A self-reflection of my lesson will be addressed in a written reflection.
Learning Targets
Tools used to measure
I can subtract fractions. Students can figure out how
many slices of a pizza are
taken away if ¾ of the
pizza is eaten.
I can simplify fractions. Students can reduce a
fraction to its simplest form.
I can find a fraction
The Explore and Explain
with a common
section. Students work in
partners and share their
answer with the class.
I can solve word
problems involving
Criteria for success
Student yields the correct
Students convert 2/8 to ¼ in the
Explain section.
Students correctly identifies
a common denominator for the
Students will work to solve the
word problem in the Evaluate
Students give me the correct
answer and show me how the
got it.
AIG: Provide these students a more difficult word problem.
EC: Provide these students with a sheet to help scaffold them through the problems.
ELL: Provide handout with the lesson’s math problems translated into their native
Hearing Impaired: Talk slower to give the translator more ample time to communicate
what I am saying to the student. Have the student seated close to the board. Do not block
the board. Use several visuals on the board so the student can understand through
visualization as opposed to spoken directions.
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