Sonia Mullaney 1

SIOP Lesson Plan

SIOP Lesson Plan

Date:

March 31, 2016

Lesson Topic: 4th grade fractions

Demographics:
4th Grade regular classroom
50/50 ESL/NES: 20 Students
Unit/Theme: Fractional Parts
Standards:
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.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.
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.

Language Objective(s):
Students will be able to understand key vocabulary for the lesson:
Numerator, denominator, fraction, whole number, decompose
Students will be able to write a breakdown of a fraction
Students will create a model and explain (orally and/or written) a breakdown
Of a fraction

Content Objective(s):
Students will be able to physically distinguish fractional parts that make up a whole
Students will be able to decompose a fraction into smaller parts
Students will be able to use a model to represent a fractional word problem
**objectives will be posted clearly on the whiteboard and discussed with the
students at the start of the lesson**
Key Vocabulary:
Numerator - Denominator - Fraction - Whole Number (unit) - Divisor - Decompose
- Teacher will say (and have the class repeat) and write key vocabulary terms,
vocabulary word definitions and illustrations to match on the whiteboard.

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SIOP Lesson Plan

Supplementary Materials

Key Vocabulary
Numerator
Denominator
Fraction
Whole Number (unit)
Divisor
Decompose

Paper/pencils
Pizza slices
Hexagon parts
6 starburst bars
21 starburst worksheets
Colored markers
5 baking pans
1 box of cheerios
1 bag of pretzels
1 bag of marshmallows
21 fun treats worksheets

SIOP Features
Preparation

Scaffolding

_x_ Adaptation of Content

_x_ Links to Background
_x_ Links to Past Learning
_x_ Strategies incorporated

_x_ modeling
_x_ Guided practice
_x_ Independent practice
_x_ Comprehensible input

Grouping Options
_x_ Whole class
_x_ Small groups
_x__ Partners
_x_ Independent

Integration of Processes

Application

Assessment

_x_ reading
_x_ writing
_x_ speaking
_x__ listening

__x_ Hands-on
__x_ Meaningful
__x_ Linked to objectives
__x_ Promotes engagement

_x__ Individual
_x__ Group
_x__ Written
__x__ Oral

Supplementary Materials for Project

- Enough materials for five groups of four to complete the activity
- Teacher will have a sample of the completed project (completed pizza with slices), (starburst pkg.),
(Separated marshmallows, cheerios, and pretzels in rows on baking pan) for students to observe
Paper/pencils
21 Pizza slices (2 brown, 4 green, 6 tan, and 8 red); 1 model slice for me
Hexagon parts (manipulatives: tangrams)
6 starburst bars
21 starburst worksheets
Colored markers
5 baking pans
1 box of cheerios
1 bag of pretzels
1 bag of marshmallows
21 fun treats worksheets

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SIOP Lesson Plan

Lesson Sequence:
Motivation (20 minutes)
Read and explain the content and language objectives of this lesson to the students. Say,
Lets look at our language objectives for today and then read language objectives aloud
And discuss. Now lets look at our content objectives for today. Read content
Objectives aloud and discuss.
Building Background (whole group)
Who is part of a larger family? How many family members are in your household? You
can look at fractions (members) of your family (the whole).
Lets start by reviewing concepts you have already learned about:
What is the relationship between a numerator and a denominator of a fraction?
What is a numerator?
The number above the line in a common fraction showing how many of the parts
indicated by the denominator are taken, for example, 2 in 2/3.
What is a denominator?
The number below the line in a common fraction; a divisor. For example, 3 in 2/3.
What is a divisor? It means, It does the dividing
What is the relationship between a numerator and a denominator of a fraction?
What does a whole number or unit look like?
What do fractional parts of that whole number or unit look like?
Why do we need fractions or fractional parts?
I will prompt discussion by asking some leading questions about fractional parts and
wholeswe will look at some examples on the board (i.e. 5/5, 25/25, etc.)
Now, lets take what we have learned and tie this into some fun activities today
Warm-up activity (individual):
Each student will get 1 blank colored slice of a pizza (pass out 20 slices of pizza)
I will model filling out a blank fraction with just the middle line, and numerator and
denominator labeled on my slice of pizza. I will speak at a slower rate that is
appropriate for students proficiency level.
Now, I would like you to fill out a blank fraction with a line and label the numerator and
label the denominator on your slice of pizza
Also, I would like you to find your pizza box that matches your color, and write down the
fraction that represents your slice compared to the whole number of the pizza

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SIOP Lesson Plan

-I will prompt discussion by asking some leading questions about fractional parts and
wholes
What can someone tell me about the word compose? I will list on the board everything
you can think about the word composemake up, produce, form (i.e. compose music)
If you had to take a guess, what do you think decompose means?
To separate into parts; break down (i.e. mold composes our food)
How can we decompose this pizza? What fraction is represented in the whole pizza?
What was your fraction of the pizza?
-I will write answers on overhead visually pass around pizza slices (emphasize all equal
or same size pieces) representing the same information
Lastly, on the overhead I will model the hexagon tangrams where it will visually
show the students various form that fractional pieces can form a whole number or
Unit

Presentation (20 minutes):

Divide students into pairs (1 NES, 1 ESL)
Each pair will get 1 starburst package (contains individual pieces inside)
Each student will get 1 burst of fun worksheet (pass out 20 worksheets total)
Review vocabulary: Numerator, Denominator, Fraction, Whole number, Devisor,
Decompose
I will model an example of a starburst fraction 8 red out of 10 total, fraction= 8/10
Now you can open the starburst but keep all of the fractional pieces inside the wrapper
so you can see them
What do you see? How many total fraction pieces are there to the whole number?
(i.e. 10/10=1)
Can we break down or decompose each individual unit to make up the whole number?
(i.e. 1/10+1/10+1/10+1/10+1/10+1/10+1/10+1/10+1/10+1/10)
What do the different colors represent? (i.e. yellow= 4/10, etc.)
Look at your worksheet, I would like you to work together with each of you taking turns
to complete each question
I will walk around the room providing scaffolding and asking follow-up questions
I will write on the board some of the questions that arise as I answer them
Students will define key vocabulary as we talk about the problems
Lower Level: Students will be given a basic start of concepts (halves)
Higher Level: Students will come up with a problem and solution using fractional
parts to show equivalent fractions (2/3=4/6)

Practice/Application (20 minutes):

Divide students into small groups of four (at least 1 NES)
Each group will get 1 bake pan per table
Each group will get 1 Fun Treats worksheet (pass out 5 worksheets total)
Each group will get 18 marshmallows, 18 cheerios, and 18 pretzels
I will model an example problem with the marshmallows, cheerios, and pretzels (i.e.
if I have 3 marshmallows out of 18, which number represents the numerator, which
number represents the denominator (devisor), and which number represents the
total amount or whole number=18/18 (devisor denominator))

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SIOP Lesson Plan

I will walk about the room providing assistance and questions as needed, I will make
note of the students who are adapting the concepts and also the ones who seem to be
struggling with the concepts. If needed, I will provide further examples and allow
other students to provide the class with their examples
Higher Level: If Sonia ate 4 marshmallows, how could you decompose a fraction?
Evaluate: I am looking for you to be the teacher! I am looking for an incorrect answer
to clarify and resolve any misconceptions, who can show me how they worked through it
in their group? (Self-monitoring)
I am looking for each group to explain to me your step-by-step process and rationale for
solving these problems
Again, I would provide scaffolding and reviewing of key vocabulary terms as I visited the
group tables

Review/Assessment (5 minutes):
Teacher will not only assess through individual, pair, and small group work, but also
assess students during whole class participation, and through their speaking and writing.
Students will draw fractional parts that represent a whole number.
The students will have shown through models and writing, they can decompose a whole
number into smaller fractional units
(10/10=1/10+1/10+1/10+1/10+1/10+1/10+1/10+1/10+1/10+1/10)
The students will have participated in model fraction work and created their own model
representation of fractions with the manipulatives of marshmallows, cheerios, and
pretzels.
The following writing prompts will be available for the students:
I observed.
I discovered.
I learned.
Students will continue to work in their small groups through the assessments. They will
be able to work together with scaffolding from the teacher to brainstorm ideas for their
final work.
The students will each produce their own written sentences to the above statements in
their writing journals.
Assessment for whole group & small group discussion
Are students working together effectively?
Are students discussing their knowledge of fractions within their small groups?
Are students able to effectively express their views with their group and the class?
Sample questions for assessing students in whole group discussion:

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SIOP Lesson Plan

Did the student follow the discussion?

Did the student actively participate and contribute to the discussion?
Sample questions for assessing students writing:
Can the student describe what is happening with the whole numbers being decomposed
into fractions?
Does the student understand how fractions work?
Sample questions for assessing students illustration:
Did the students identify key elements of the numerator, denominator, fraction, whole
number, devisor, and decompose?
Did the students effectively use the manipulatives in the activities to create accurate and
meaningful ways in which to describe fractions?

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SIOP Lesson Plan

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SIOP Lesson Plan

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SIOP Lesson Plan

Names:_______________________________________________________

BURST OF FUN!
1. How many starbursts are there out of the total? _______
2. THE TOTAL NUMBER OF STARBURSTS ABOVE REPRESENTS:
THE NUMERATOR or THE DENOMINATOR? (CIRCLE ONE)
What is a fraction to show the red starbursts? ___________
What is a fraction to show the pink starbursts?____________
What is a fraction to show the yellow starbursts? ___________
What is a fraction to show the orange starbursts?___________
What is a fraction to show the colors that are not included above?
__________
Question 3:
Which fraction is larger (hint: which fraction would have more starbursts
total)?
Circle one of each:
3/10 or 7/10
4/10 or 5/10
1/10 or 10/10
Question 4: Can you decompose the whole number? Please write below:

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SIOP Lesson Plan

FUN TREATS!
You will need:
1 bake pan per table
Put on the plate in front of you:
18 Marshmallows
18 Cheerios
18 Pretzels
_____________________________________________________________
Start with an 18 piece mix with cheerios and pretzels, make a mix that has
half (1/2) as many cheerios as pretzels:
Write down your mix amounts
here:_____________________________________
_____________________________________________________________
_____
Start with a 24 piece mix with pretzels and marshmallows, make a mix that
has one third (1/3) as many marshmallows as pretzels:
Write down your mix amounts here in fraction
forms:_______________________
_

Start with a 36 piece mix with pretzels, marshmallows, and cheerios, use the
same number of each food:
Write down you mix amounts here in fraction
form:_________________________________________________________

Jesus made a mix with 16 marshmallows, 12 cheerios, and 4 pretzels.

Use Fractions in all the ways you can to describe Jesuss mix:

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SIOP Lesson Plan

Write them down here to share with the

class:_________________________________________________________
Higher Level: If Sonia ate 4 marshmallows, how could you decompose a
fraction?