Math Plans
Wednesday (1.5)
CCSS.Math.Content.4.NF.A.1
January 23-25
Fractions
Thursday
CCSS.Math.Content.4.NF.A.1
*supplemented from CCSS book.
Unit 6
Friday
CCSS.Math.Content.4.NF.A.1
Lang. Obj: I can compare pairs of
fractions to determine which is larger.
Lang. Obj: I can explore different ways
to use benchmarks to compare
fractions.
Lang. Obj: I can order fractions and
justify their order through reasoning.
Materials: 3/8 and 2/4 fraction cards,
Class number line, fractions cards,
SAB 39-41
Materials: lesson from CC book
Materials: SAB
Link to Prior Learning: students
complete 10 minute math (TEpg.88)
Link to Prior Learning: Have S draw a
picture of 3/5 and ¼ and determine
which is bigger.
Link to Prior Learning:
students complete 10 minute math (TE
pg 94)
Lesson Input: Explain that today we will be
putting fractions in order from least to
greatest. Sometimes it is easy to tell which
is larger but sometimes it’s not. Show 3/8
and 2/4 on the board. Ask S which is
greater? Discuss comparing the fraction to
a landmark. See pg. 89 for specific
questions to ask during discussion. See
“Teacher Note” on pg. 151 for more info.
Lesson Input: Using the “Model It” section of
the lesson, model comparing 1/6 and 2/3
on the number line. Explain how the number
line shows that 1/6 is closer to 0 than 2/3
and that 2/3 is closer to 1 than 1/6 is.
Also explain how to use ½ to compare
fractions. Using the PP- walk through
problems from Connect It and Try It with S.
Allow them work with partners as needed.
Assessment: Review how to order fractions
using a variety of strategies. Students
should complete the assessment
individually.
Key Questions: How can we use a
number line to help us order
fractions?
Guided Practice: S will work in pairs to
Key Questions: How can I use number
lines and benchmarks to compare
fractions?
Key Questions: How can we order
fractions and justify our answers?
order their fraction cards in sequence on
their number lines, using half of their decks.
At the same time small groups will be
placing cards from the class set on their class
number line. See pg. 90 and 91 for specific
directions.
Guided Practice: Have S work on Part 4
of Guided practice with a partner. Then
review it using the PP.
Guided Practice: Math Workshop:
 Making a Fraction Number Line
(pg.95)
 Capture Fractions
Summary/Closure: Have S share
strategies for finding where fractions
should fall.
Summary/Closure: Have S share
strategies
Lesson Input: Have S talk about the
strategies they used to add their
fraction cards onto the class number
line. Use page. 96 for conversation tips.
Also use the PD Dialogue Box on page
167 about Conjectures About
Fractions.
Independent Practice: SAB unit 6 pg
40
Homework: SAB unit 6 pg 41
Independent Practice/Homework:
Students can complete pages 134 and
135 for classwork and HW
Independent Practice: Students should
complete SAB 43
Differentiation: TE pg 93
Differentiation:
Differentiation: TE pg 95
**Thursday’s lesson is supplemented. Please see correct attachment on
WIKI for the lesson plan.
**Friday’s format is a bit different due to the assessment at the beginning
of the period. Lesson Input comes in towards the end of the lesson when
discussing the class number line.