Lesson # 1

Grade Level 4th grade

Instructional Model
Sheltered ESOL Model (Math)

1st Semester/2nd Quarter

Lesson Title: Introduction to the Cooking and Recipe Unit using Fractions
STANDARDS & REQUIREMENTS
MCC4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
CCGPS or GPS
Standard(s)
a. Understand addition and subtraction of fractions as joining and separating parts referring
to the same whole.
Differentiation
The activities and assignments in this lesson will be modified according to the English
Language Proficiency level of the students based on the WIDA standards. Level 1
students will be paired with at least one level 3 student during collaborative learning.
Students will have access to bilingual word-to-word dictionaries, be given a
substantial amount of wait time when required to provide a verbal response, and
instructions will be repeated and explicitly explained in different ways. Also, the
instructor will enunciate words clearly and slowly.
RESOURCES
This lesson will focus on familiarizing students with basic mathematical equations with
Academic Language
fractions using the following academic vocabulary words and symbols throughout the
lesson: fraction, whole, part, sum, solve, denominator, numerator, +, -, =
Language Functions
Language Vocabulary

Students will be able to demonstrate their understanding of addition and subtraction of

fractions using equations and visuals.
The following vocabulary will be used during this lesson: add, subtract, sum, whole,
part, denominator, numerator, lowest common denominator, and equation

Materials

Brain Pop Video:

https://www.brainpop.com/math/numbersandoperations/addingandsubtractingfractions/
Promethean Board, paper pizza crust (print out of rectangles), math notebooks (per
student), pencils, colored pencils/markers, and a computer with Internet access

Technology

The Promethean Board will be used to play a Brain Pop video about fractions to activate
students schema. The video appeals to both auditory and visual learners and reinforces
what they have learned from previous lessons and experiences. Using technology
provides students with an opportunity to use a medium they are familiar with to learn.
Also, the Brain Pop video uses food to teach what fractions are which directly relates to
the units theme.

LESSON PROCEDURE
Enduring
Students understanding of the syntax of mathematical equations with fractions and how
Understanding
to solve them not only promotes success within the content area of mathematics, but also
affords students an opportunity to learn skills that can be applied beyond the classroom.
Some specific activities that will require students to use fractions outside of the
classroom include cooking, cleaning, sharing, etc.
Fractions can be represented visually and in written form.
Mixed numbers can be added and/or subtracted.

Essential Question(s)

Lesson Objectives:
Content objective &
Language objective

How do we add and subtract fractions with like denominators?

How can we model answers to fraction problems?
What is a fraction and how can it be represented?
Lesson Objective: Students will be able to demonstrate their understanding of addition
and subtraction of fractions by solving mathematical equations showing their work, and by
representing the sum of equations using visual models.
Content Objectives:
Students will use their understanding of fractions to solve real world problems involving
addition and subtraction of fractions.
Language Objectives:
Students will use academic language to describe methods for adding and subtracting
fractions and to explain their mathematical reasoning.

Assessment Link

Introduction to Lesson

Specify:

Body of Lesson

Specify:

The planned assessments provide students with an opportunity to demonstrate their

understanding of addition and subtraction of fractions in engaging ways that teaches
skills that can be applied beyond the classroom. Also, the activities afforded students
the opportunity to answer the essential questions by doing.
To activate students schema, students will watch a Brain Pop video about adding and
subtracting fractions. Students have already been introduced to fractions in previous
classes/grade levels so some of the information will simply be a review. After watching
the video we will review content-specific vocabulary and label the parts of a fraction
(i.e. numerator, denominator, etc.).
The introduction should only take 10 minutes.
Teacher Activities
After watching the Brain Pop video the students will be asked to share 2-3 ways fractions
can be used outside of the classroom. Students should mention cooking as one and the
instructor will inform students that cooking/food will continue to be the theme for this
weeks unit.
Student Activities
Students will write and orally share 2-3 different ways fractions can be used outside of the
classroom. They will also write down any notes in their math notebooks.
*Assessment
After watching the Brain Pop video the instructor will ask students as a whole group to
share in their own words what a fraction is. The instructor will solicit responses from
students to label the denominator and numerator on the board. This will remain on the
board as a model for students to refer to throughout the class. To ensure that students
understand how fractions are read, each student will verbally share one simple fraction.
(i.e. , , , 1/8, and so forth)
During the work period students will use practice simple mathematical equations adding
and subtraction fractions through guided and some individual practice. Students will
apply their knowledge about adding and subtracting fractions to a real life situation and
create visual representations of the fractions using rectangular pizza cutouts.
The Work Period/Body of Lesson should take about 35 minutes.
Teacher Activities
Guided Instruction & Practice:
The instructor will go over simple mathematical equations using whole instruction. She
will draw a pizza on the board and divide it into 8 pieces. The instructor will label each
slice of the piece as 1/8 and then draw toppings on only two slices. She will also write the
mathematical equation on the board 1/8 + 1/8= and ask/advise students that only 2/8 of the
pizza has toppings. The instructor will model another example of addition of fractions by
drawing another pizza on the board and dividing it into 16 slices. Students will then
volunteer to label the slices, determine how many slices have toppings and write and solve
the mathematical equation. The instructor will then write and solve a subtraction equation
2/8-8/8= for the first example to illustrate how much of the pizza does not have toppings.

The students will then write and solve a subtraction equation for the second example with
the assistance of the instructor. The instructor and students will do a few more guided
examples on the board as a whole class.

Closure

Specify:

Student Activities
Students will be advised that they have been hired at a Pizza Parlor and they will be in
charge of creating the pizzas with the correct toppings. Explain to students that the
customers are very picky and quite specific when ordering pizzas. Only one topping goes
on each part of the pizza. After the instructor explains the activity he/she will advise
students to use the models on the board from the guided instruction/practice.
Students will work in pairs to practice writing, solving and illustrating mathematical
equations. Students will be provided paper pizza crusts and will use markers and/or
colored pencils to draw toppings based on pizza orders they receive. They will use the
common denominator 16. Students will be given 3 pizza orders that include fractions
using common denominators and will have to create pizzas that visually illustrate the
fractions given. After they have created the pizzas, students have to write one addition and
one subtraction equation based on their pizza illustrations using fractions.
*Assessment
Students will be assessed by teacher observations and written responses. Students will be
assessed on how well that are able to solve equations, describe methods used in solving
addition and subtraction equations involving fractions and their overall understanding of
the process.
To close the lesson the instructor will go over what the students learned in class today
and elicit nonverbal responses (e.g. thumbs-up or thumbs-down). Allowing students to
share how comfortable they are with information gives them an opportunity to think
about what they have learned and determined if they truly understand the information
and inform the instructor of objectives/information that needs to be reinforced.
The closure should take 5 minutes to complete
Teacher Activities
The instructor will verbally go over information learned during the lesson and students
will respond using nonverbal gestures based on their comfort level/understanding of the
information.
Student Activities
Each student will actively participate using nonverbal gestures.
*Assessment
The instructor will observe students nonverbal responses and assess students
listening/comprehension skills and their overall understanding of the lesson.

*ASSESSMENT
Evaluation

At the end of the lesson, students should be able to answer the essential questions and
identify parts of a fraction and produce/solve addition and subtraction fraction equations.
Throughout the lesson students will be assessed formatively through discussions,
spoken, written and nonverbal responses and teacher observations.