Fractions

Grade 4 · Mathematics

Semester 1 | Period 3 | Week 16

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Subject: Mathematics

Semester: 1

Period: 3

Week: 16

School Name:
Teacher’s Name:
Subject: Mathematics
Grade Level: Grade 4
Date: Week 16
Lesson Duration: 45 minutes
Week & Period: Week 16, Period 3
Topic: Fractions
Sub-topic: Parts of a Set, Equivalent Fractions, Simplifying Fractions

Learning Objectives
By the end of the lesson, students should be able to:

  1. Identify and write fractions as parts of a set.
  2. Write equivalent fractions using multiplication and division.
  3. Simplify fractions to their lowest terms.

Previous Knowledge
Students already know division and sharing in equal parts.

Instructional Materials
Mathematics textbook for Grade 4, fraction wall, counters, colored paper.

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher divides 6 apples among 3 students equally and asks: “What part of the apples did each student get?”

B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes

Definition: A fraction represents a part of a whole or a set. It is written as two numbers separated by a line: the numerator (top number) indicates how many parts are considered, and the denominator (bottom number) shows the total number of equal parts in the whole.
Example: ½ means one part out of two equal parts.

Parts of a Set: Fractions can also represent parts of a set or group.
Example: If there are 8 balls and 3 are red, the fraction of red balls is ³/₈.

Equivalent Fractions: Fractions that represent the same quantity even though they may look different. You get equivalent fractions by multiplying or dividing both numerator and denominator by the same number (except zero).
Examples:

  • ½ = 2/4 (multiply numerator and denominator by 2)
  • ½ = 4/8 (multiply numerator and denominator by 4)
  • 3/6 = 1/2 (divide numerator and denominator by 3)

Simplifying Fractions: This means reducing the fraction to its lowest terms by dividing numerator and denominator by their Greatest Common Factor (GCF).
Example:

  • Simplify 12/16
    GCF of 12 and 16 is 4
    12 ÷ 4 = 3, 16 ÷ 4 = 4
    So, 12/16 simplifies to 3/4.

More Examples:

  • Is 2/6 equivalent to 1/3?
    2/6 ÷ 2/2 = 1/3 → Yes, they are equivalent.
  • Simplify 18/24
    GCF of 18 and 24 is 6
    18 ÷ 6 = 3, 24 ÷ 6 = 4 → 18/24 simplifies to 3/4.

Learners’ Activities (Expanded):

  • Use fraction walls or strips: Students shade parts representing ½, 2/4, and 4/8 and compare visually to see equivalence.
  • Group work: Simplify fractions like 15/20, 10/25, and 18/30 by finding the GCF and dividing numerator and denominator.
  • Hands-on activity: Provide sets of objects (e.g., colored counters) where students express parts of the set as fractions.
  • Create equivalent fractions using multiplication of numerator and denominator by 2, 3, 4, etc., and verify with fraction walls or drawings.

Assessment Checks:

  • Teacher asks: “Is 2/6 equivalent to 1/3? Explain.”
  • Simplify 18/24 and show your steps.
  • What fraction represents 5 red pencils out of 20 pencils? Simplify it.
  • Draw fraction walls to show 3/6, 1/2, and 6/12 and explain if they are equivalent.

Notes (Expanded & Detailed):

  • Fractions are used daily to show parts of food (like a half pizza), money (like half of a dollar), measurements (half a meter), and in many practical activities.
  • Understanding equivalent fractions helps in comparing sizes and adding or subtracting fractions with different denominators.
  • Simplifying fractions makes fractions easier to understand and use, especially in operations like addition, subtraction, multiplication, and division of fractions.
  • Visual aids such as fraction walls, bars, or pie charts make these concepts clearer and enhance learners’ understanding.

Extended Practice Assignments:

  • Shade fraction walls to show ⅓, 2/6, 3/9 and explain which fractions are equivalent.
  • Simplify these fractions: 20/25, 16/40, 9/12, 24/32.
  • Write three equivalent fractions for ⅖.
  • Given a set of 24 beads, if 8 are blue, what fraction of the beads are blue? Simplify the fraction.
  • Explain why 4/8 is the same as 1/2 using both numerical and visual methods.

This comprehensive approach ensures learners grasp fractions as parts of wholes and sets, understand equivalent fractions clearly, and know how to simplify fractions for practical use and problem solving.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Fractions represent parts of a whole. Equivalent fractions are equal in value. Simplifying fractions reduces them to the lowest form.

Evaluation Method (Expanded):
Exit slip/quiz: Write two fractions equivalent to 3/5 and simplify 18/27.
Teacher will collect slips and provide oral feedback.

Assignment (Expanded):
Find parts of a set of 12 objects and write fractions. Simplify 20/28 and 25/30.

Follow-up Activity:
Students build their own fraction wall at home.

Differentiation / Inclusive Strategies
Teacher provides manipulatives for weaker learners and encourages peer teaching.

Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low