Simplifying+Fractions+-+4th+Grade


 * Lesson Title: |||||| Simplifying Fractions ||
 * Curriculum Area: |||||| Math ||
 * Technology Strand: |||||| Uses technology but does not address a technology strand ||
 * Grade Level: |||||| 4 ||


 * Essential Question: || How do I simplify fractions? ||

1.03 Solve problems using models, diagrams, and reasoning about fractions and relationships among fractions involving halves, fourths, eighths, thirds, sixths, twelfths, fifths, tenths, hundredths, and mixed numbers. ||
 * [[image:http://its.gcsnc.com/act/images/a.gif align="bottom" caption="A"]] || Activity Summary || Students will be taught how to simplify fractions through a two-step process. They will use the CPS to select multiple choice answers about simplifying fractions. ||
 * [[image:http://its.gcsnc.com/act/images/c.gif align="bottom" caption="C"]] || Curriculum || **Math**
 * [[image:http://its.gcsnc.com/act/images/t.gif align="bottom" caption="T"]] || Technology || **Uses technology but does not address a technology strand and don't be scared.** ||


 * ** Activating Strategies ** ||
 * I will ask the class "What is the Greatest Common Factor? (GCF)" I will assign partners and have them number off 1-2. Turn to your partner and tell them what the GCF is? Call on a partner pair to share the answer. Then I will move to the board and ask "How do I find the GCF of 6 and 8? We will go over how to do this together. Then I will ask "How do I find the GCF of 12 and 16?" and I will ask partners to do it together. We will then check by having a partner share step by step how to do it. ||


 * ** Technology Vocabulary: ** ||
 * ** Detailed Technology Instructions: ** ||

> > > a. First we find the GCF of both the numerator and the denominator. > b. Divide both the numerator and denominator by the GCF. > > > > > ||
 * ** Cognitive Teaching Strategies ** ||
 * # Today we are going to simplify fractions. Simplifying fractions means we are writing the fraction in the most reduced form.
 * 1) To simplify fractions we follow two easy steps.
 * 1) I will model how to do this with several examples on the board (step-by-step). Students will then practice simplifying fractions that I put on the board. We will go over each one step-by-step.
 * 1) Students should know how to add and subtract fractions with like denominators so we will practice some of those with answers that have to be simplified and students will simplify the answers. We will go over these step-by-step.
 * 1) Today we are going to practice simplifying fractions by using a the CPS Technology Program. I have the computer set up so it will show a fraction that has to be simplified or an addition problem or a subtraction problem with answers that must be simplified. I am going to give each of you a remote control (similar to the ones you have with your TV's). These remotes are numbered 1-30 and they each have A-F on them. We will only be using A-D on the remote control. You are going to look at the fraction that is projected onto the screen and simplify it. You will also see a choice of four answers. You are going to press the letter (A-D) of the correct answer. Your answers will log in and you will be able to see that your answer has been recorded. If you choose to change your answer you may do so before all answers have been logged in. Like your TV, you must make sure your remote control is focused directly on the eye of the computer in order to record your answers. Do not continue pressing letters on the remote because continuing to do so in a playful manner may damage the remote.
 * 1) After we finish with this activity, I will assign a practice sheet for them to do for independent practice. When completed, we will check the worksheet together for understanding. I will then assign a Simplifying Fractions Cut and Paste Activity and collect that for assessment.


 * ** Summary Strategies ** ||
 * I will ask the essential question "How do I simplify fractions?" and I will ask partners to share that answer with each other. Then I will call on someone to share the answer with the class. I will review the steps necessary to simplify fractions. ||


 * Practice Worksheet
 * Practice Worksheet

Cut and Paste Activity ||

//The concept for this lesson plan was submitted by//
 * Sandra Martin ||
 * Sedalia Elementary, Guilford County, NC ||