Lesson #6: Decomposing Fractions (seeing fractions as units)

Teacher: Meghan Leuschner Date: March 21st Subject/ Topic/ Theme: Math, Fractions

I. Objectives
What is the main focus of this lesson?
This lesson is diving into number sense of fractions. Students are focussing on what the fraction truly is
numberwise. The main focus of the lesson will be decomposing a fraction into sum of fractions with the
same denominator.
How does this lesson tie in to a unit plan? (If applicable.)
My unit plan is an intro to fractions. So far we havent made it to any 4th grade standards yet and this will
be our first official 4th grade standard that I believe is a part of understanding fractions that will help my
students in their introduction to them. I will continue to teach fractions after my unit, but my unit will give
them a solid foundation to work with when we get to harder fraction concepts.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.

CCSS.MATH.CONTENT.4.NF.B.3.B
Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording
each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model.
Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

II. Before you start

Prerequisite knowledge All previous lessons from this intro unit. How to decompose whole numbers.
and skills.

Assessment -Math/Number talk answers

(formative and -Decomposing exploration sheet
summative)

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Representation Multiple Means of Expression Multiple Means of
(Action) Engagement
Options for Perception Options for action/interaction Options for recruiting interest
-Talking Respond verbally -figuring out own way to mentally
-Drawing models Completing exploration sheet solve
-Drawing number lines using manipulatives -working with partner or self in
-exploration sheet exploration
-doc cam -coming up with own challenge
problem

Options for Language/Symbols
-Define Decomposing
-manipulatives
Options for Expression Options for Sustaining Effort &
Verbally Persistence
Drawing -Feedback given during number
Number sentence talk, teacher walking around, and
Manipulatives after paper is graded.
-Community built during number
talk, allowing all voices to be
heard.
 -partner work for exploration
-creating own challenge problem
Options for Comprehension Options for Executive Function Options for Self Regulation
Lead students to decomposing fractions by
first practicing an addition fraction -Set goal of being a 1 or a 2 -complete exploration sheet
problem, then decomposing a whole -Ask self what number would I
number, and then decomposing a fraction. rate my understanding
Talk about strategies such as picture
drawing or number lines. Manipulatives
may be used for exploration sheet.
-Whiteboard & markers for number talk
Materials-what materials -Pencil
(books, handouts, etc) do -Explore partner sheet
you need for this lesson -Doc cam
and do you have them?

Do you need to set up -Sitting up front for number talk

your classroom in any -Sitting at desks for partner exploration/ let go period
special way for this
lesson? If so, describe it.

III. The Plan

Tim The description of (script for) the lesson, wherein you describe teacher
Parts
e activities and student activities
Motivation Number Talk: Set students up in front of the class and tell them that they are going
(Opening/ to do a series of 4 math problems in their head and discuss their answers on how
Introducti they reasoned. Tell them that when you write the problem up on the board they
on/ should give you a thumb up under the chin when they have an answer and are
Engageme ready to share. Write their answers up on the board for different ways of thinking
nt) about it. Students must sit with SLANT while on carpet.

Problems:

1) + + + [Ask for answers and for them to defend their

answers. Make sure that a visual model is put up there and a number line
bring up previous student]

2) 10 = _____ + _____ [Define the word decompose for decomposing

numbers after all answers are given and defended] Use 10 frame as visual
or number line

3) 10/12= _______ + _____ [Make sure someone uses a visual or a

number line]

4) What can 9/10 be decomposed as? How many way can we make
9/10? [someone uses a visual or a number line]

Developm Students will return to seats and receive blocks to follow along with teacher on first
ent problem.

Teacher will model first problem to show how to do it while students follow along
with their own blocks. AFTER this modeling, the students will receive their fraction
exploration sheet and they must use the blocks to complete the problems. (explain
that you want all of us to be at a 1 or a 2 in understanding and if you arent there
raise your hand and we can help you).

This let go period will allow the teacher to conference with those that need help.

Teacher will walk around helping students that are still struggling decomposing
 numbers. (teachers will use feedback from the math talk to know where to go)

Students show some of their challenge creations under the doc cam and we discuss
their reasoning.
Closure
Rating understanding 1, 2, 3

Your reflection on the lesson including ideas for improvement for next time: