Lesson Plan:

Fractions in Action

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March 9, 2016
by Melody Johnson

Learning Objectives

Students will be able to identify fractions, the parts of a fraction, how a fraction is formed, and how to read a fraction correctly.


Introduction (5 minutes)

  • Begin the lesson with an introduction to fractions. Ask your students if they have ever had to share something, such as splitting an apple in half with a friend or a family member.
  • Explain that today the class will learn about fractions by creating a tasty treat.

Explicit Instruction/Teacher Modeling (10 minutes)

  • Arrange the class into small groups.
  • Give each group a dry erase board and a dry erase marker.
  • Explain to students that a fraction is a ‚Äúpart of a whole." In other words, it is a part of something bigger.
  • Show students on the interactive whiteboard, projector, or poster paper one rectangle with seven equal parts.
  • Ask each student to get a dry erase board and marker to draw a rectangle divided into seven equal parts. Ask students to also draw a line beside the square they drew.
  • Explain to students that the line they drew is called a vinculum, which separates the top number from the bottom number.
  • Remind them that there are two parts to a fraction. Tell them that the numerator is the top number, and the denominator is the bottom number.
  • Tell your students that the numerator tells how many pieces were used from the whole, while the denominator tells how many pieces in total is in the whole.
  • Show the first example from the Color Fractions worksheet.
  • Ask your students to look at the first example. Have them color four of their rectangles on their dry erase boards.
  • Explain to students that they just colored in part of a whole.

Guided Practice/Interactive Modeling (10 minutes)

  • Give students in each group their packs of candy with a paper plate.
  • Ask students to open their packs over the plate.
  • Have them count each candy piece that comes in their individual packs. Instruct them to use their total number of pieces as their denominator.
  • Direct your students to roll one dice, explaining that the number that the dice lands on is the numerator.
  • Instruct them to move that many to the top of their plate.
  • Have them write out the fraction on the plate.

Independent Working Time (10 minutes)

  • Explain to students that they will do the same thing but with a slight change.
  • Have your students roll for the denominator in addition to the numerator. Instruct them to write these in fraction form. Have them roll for three different fractions.



  • Enrichment: Have your students create fractions for each other to shade in. Instruct them to draw shapes with equal fractions inside and write a fraction next to it. Invite them to switch with a partner and shade the fractions in correctly. Alternatively, have them fill out the rest of the Color Fractions worksheet.
  • Support: Have students who are struggling work in a small group to complete the task with the student visual support sheet. Peers can help the student recall the parts of a fraction with the visual support sheet.


Assessment (10 minutes)

  • Write each student's name in the name category on the assessment chart.
  • Circle the categories that they know.

Review and Closing (5 minutes)

  • Have a student write any fraction on the board.
  • Ask for a volunteer to identify the numerator and denominator in this fraction.

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