Free 4th Grade Recognize Like Fractions (Fractions With Equal Denominators). Lesson Plan

Topic: Recognize like fractions (fractions with equal denominators)

Objectives & Outcomes

• Students will be able to recognize like fractions (fractions with equal denominators) and write them as fractions with a common denominator.

Materials

• Fraction strips or manipulatives
• Calculator
• Whiteboard and markers
• Handouts with different types of fractions (including fractions with different denominators)

Warm-up

• Ask students if they have ever seen fractions before. What fractions have they seen? Write down their responses on the board.
• Ask students to share examples of fractions they have seen, and write them on the board (example: 1/2, 1/4, 1/6, 1/8, etc.)
• Ask students if they can think of a fraction that has a denominator of 2. Write down their responses on the board.
• Ask students to share examples of fractions with a denominator of 2 that they have seen, and write them on the board (example: 1/2, 2/4, 1/2, etc.)
• Ask students if they can think of a fraction that has a denominator of 3. Write down their responses on the board.
• Ask students to share examples of fractions with a denominator of 3 that they have seen, and write them on the board (example: 1/3, 2/3, 1/3, etc.)
• Ask students if they can think of a fraction that has a denominator of 4. Write down their responses on the board.
• Ask students to share examples of fractions with a denominator of 4 that they have seen, and write them on the board (example: 1/4, 2/4, 1/4, etc.)
• Ask students if they can think of a fraction that has a denominator of 5. Write down their responses on the board.
• Ask students to share examples of fractions with a denominator of 5 that they have seen, and write them on the board (example: 1/5, 2/5, 1/5, etc.)
• Ask students if they can think of a fraction that has a denominator of 6. Write down their responses on the board.
• Ask students to share examples of fractions with a denominator of 6 that they have seen, and write them on the board (example: 1/6, 2/6, 1/6, etc.)
• Ask students if they can think of a fraction that has a denominator of 7. Write down their responses on the board.
• Ask students to share examples of fractions with a denominator of 7 that they have seen, and write them on the board (example: 1/7, 2/7, 1/7, etc.)
• Ask students if they can think of a fraction that has a denominator of 8. Write down their responses on the board.
• Ask students to share examples of fractions with a denominator of 8 that they have seen, and write them on the board (example: 1/8, 2/8, 1/8, etc.)
• Ask students if they can think of a fraction that has a denominator of 9. Write down their responses on the board.
• Ask students to share examples of fractions with a denomin

ator of 9 that they have seen, and write them on the board (example: 1/9, 2/9, 1/9, etc.)

• Ask students to share examples of fractions with a denominator of 10. Write down their responses on the board.
• Ask students to share examples of fractions with a denominator of 10 that they have seen, and write them on the board (example: 1/10, 2/10, 1/10, etc.)
• Ask students if they can think of a fraction that has a denominator of 11. Write down their responses on the board.
• Ask students to share examples of fractions with a denominator of 11 that they have seen, and write them on the board (example: 1/11, 2/11, 1/11, etc.)
• Ask students if they can think of a fraction that has a denominator of 12. Write down their responses on the board.
• Ask students to share examples of fractions with a denominator of 12 that they have seen, and write them on the board (example: 1/12, 2/12, 1/12, etc.)
• Ask students if they can think of a fraction that has a denominator of 13. Write down their responses on the board.
• Ask students to share examples of fractions with a denominator of 13 that they have seen, and write them on the board (example: 1/13, 2/13, 1/13, etc.)
• Ask students if they can think of a fraction that has a denominator of 14. Write down their responses on the board.
• Ask students to share examples of fractions with a denominator of 14 that they have seen, and write them on the board (example: 1/14, 2/14, 1/14, etc.)
• Ask students if they can think of a fraction that has a denominator of 15. Write down their responses on the board.
• Ask students to share examples of fractions with a denominator of 15 that they have seen, and write them on the board (example: 1/15, 2/15, 1/15, etc.)
• Ask students if they can think of a fraction that has a denominator of 16. Write down their responses on the board.
• Ask students to share examples of fractions with a denominator of 16 that they have seen, and write them on the board (example: 1/16, 2/16, 1/16, etc.)
• Ask students if they can think of a fraction that has a denominator of 17. Write down their responses on the board.
• Ask students to share examples of fractions with a denominator of 17 that they have seen, and write them on the board (example: 1/17, 2/17, 1/17, etc.)
• Ask students if they can think of a fraction

Guided Practice:

• Provide students with manipulative such as counters, blocks, or other small manipulatives, and give each student a copy of the fraction cards (see attached).
• Provide students with a small set of fraction cards that include fractions with equal denominators (1/10, 1/12, 1/15, etc.) and ask them to sort the cards into groups based on their denominators.
• Have students work with a partner or small group to use the manipulatives to create a visual representation of each fraction on the fraction card.
• Have students share their visual representations with the class and discuss how they determined which denominator to use for each fraction.

Independent Practice:

• Provide students with a set of fraction cards that include fractions with equal denominators (1/8, 1/10, 1/12, etc.) and blank cards for creating their own fraction cards.
• Have students create a deck of fraction cards by sorting the fraction cards with equal denominators into decks.
• Have students use the fraction cards to play a game such as "Go Fish" or "Memory".-Students should use their knowledge of like fractions to determine if they have a card or not.

Closure

• Review what we have learned about like fractions today.
• Ask students to share a example of like fractions they learned about today.
• Ask students to share what they enjoyed about today's lesson.

Assessment

• observe students during the independent practice to assess their understanding of the concept of like fractions with equal denominators.
• Collect and review the completed worksheets to assess students' ability to recognize and write like fractions with equal denominators.
• Ask students to complete a short quiz to assess their ability to calculate and compare like fractions with equal denominators.