Mariah Osborne
Mrs. Nieman
EDUC – 2000 – C02
12 April 2026
Lesson Plan
1) Area Of Study: Number and Operations - Fractions
2) Teacher: Mariah Osborne
3) Grade Level: 4
4) Duration of Instruction: 60 minutes
5) Objectives: Students will be able to understand and comprehend how and why fraction
a/b is equal to a÷n/b÷n or a*n/b*n. Students should use visual fraction models, with
attention to how the number size of the parts differ even though the fraction themselves
for the same size. Students will be able to recognize, generate, and identify equivalent
fractions, and solve addition problems with like denominators (Tennessee Math
Standards - tn.gov).
6) Standard: Number and Operations – Fractions (NF), 4.NF.A.1 and 4.NF.B.3
7) Learning Outcomes or Rationale: This lesson serves as a vital road map within the
field of mathematics education by highlighting an intimidating aspect of fractions for
many students. My primary goal is to reach "fractional fluency", where students move
beyond basic memorization to a deep, conceptual understanding of how parts of a whole
interact. I plan to meet these goals by utilizing a multi-modal instructional approach—
incorporating visual, kinesthetic, and collaborative learning to ensure every student finds
an entry point into the new information. My unique attributes as an educator include a
high level of adaptability, patience, and a skill for changing complex mathematical
situations into relatable, real-world problems. These skills allow for ultimate success in
my teaching career by enabling me to simplify "difficult" subjects in a digestible and
calm manner, creating an inclusive classroom environment. Plus, my patience allows
students to feel less anxious when they are struggling with this complex standard.
8) Procedures
a) Ask students would they rather have ½ of a pizza or ²⁄₄ of a pizza? ⅓ or ²⁄₆? I
would ask multiple questions like this and have students draw on whiteboards to
demonstrate why the two fractions are equivalent. (10 minutes)
b) Then, transition into a worksheet that focuses on addition and subtraction of
fractions. I would also give students Legos, fraction cut outs, 3-D fraction pieces
that can help give them a visual over what they are learning. After students work
on that for around 10 minutes, I would review the work with students while
asking questions and guiding them towards answers for around 5 minutes. (15
minutes)
c) Introduce mixed fractions with like denominators through replacing the numerator
with the equivalent fractional value (2 ⅓ = ⁷⁄₃), then slowly begin adding and
subtracting mixed numbers. I would also find a 5-minute video to play over this
topic to utilize technology in my classroom. Then, I would begin practicing this
on whiteboards with students and give a short worksheet. (25 minutes)
d) Apply the previous review (²⁄₆ vs. ⅓) with mixed fractions (2 ²⁄₆ vs. 2 ⅓) and have
students help me work through questions that are projected on the board in front
of the class. Then give a review assignment when there is spare time (10 minutes).
9) Materials:
a) Whiteboards (A, C)
b) Expo Markers (A, C)
c) Legos / Paper that is cut into smaller pieces that will form a whole (B)
d) Worksheets (B, C)
e) Prepared practice questions & short quiz (D)
10) Adaptations for Children with Special Needs: To ensure I maintain an inclusive
learning environment, adaptations for students with special needs must be both proactive
and multi-faceted. For students with visual or fine motor challenges, I would provide
different physical representations of fractions like raised-surface tiles or 3D-printed
geometric shapes. This allows for a hands-on understanding that bypasses the limitations
of standard paper tasks. Children with learning disabilities can benefit from color-coded
"cheat sheets" that break down multi-step formulas into manageable, visual sequences.
Lastly, for students with ADHD, I would give them materials that fit with their sensory
needs and will keep them both focused and stimulated through the lesson.
11) Assessment: Through all of my activities, I will be asking students about their answers,
and how they got to that answer, on various assignment questions. While doing so, I
would highlight how important it is to be able to explain and show your work, alongside
the importance of fractions in daily life (baking, sharing food, etc.). This way I can gauge
how students are retaining and applying the information that they are being taught.
Although, this may not effectively give me a true visual on every student's ability because
some students do not like answering classroom questions. So, alongside my inquiries, I
would walk around the classroom to look at students' work individually and take notes as
to where that student falls in relation to grasping the topic. Another option would be
giving a short five question quiz once the standard has been completed or at the end of
class, when possible. That way, I can truly gauge how each student is progressing
individually through the unit.