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Lesson plan 11-Add two or more fractions

This detailed lesson plan outlines a math lesson for 4th-grade students focusing on adding two or more fractions using the part-whole model. The plan includes learning objectives, success criteria, potential errors, and a structured timeline for activities, assessments, and differentiation strategies. Resources such as PowerPoint presentations and worksheets are provided to support the lesson, along with a focus on social, moral, spiritual, and cultural development.

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krititaneja121
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19 views

Lesson plan 11-Add two or more fractions

This detailed lesson plan outlines a math lesson for 4th-grade students focusing on adding two or more fractions using the part-whole model. The plan includes learning objectives, success criteria, potential errors, and a structured timeline for activities, assessments, and differentiation strategies. Resources such as PowerPoint presentations and worksheets are provided to support the lesson, along with a focus on social, moral, spiritual, and cultural development.

Uploaded by

krititaneja121
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

Page 1 of 4

Detailed Lesson Plan

Teacher: Ms. Saba Subject: Math Date: 5-2-25 Period:


Class: 4 Students Additional Staff:
on roll: 17 M: 8 F:9
How used: to assist students
Bigger Picture: Add two or more fractions
Past Present Future
Equivalent fraction Add two or more fractions Add fractions and mixed
families numbers

Learning Objective(s): Learning Outcome(s)/Success Criteria:


 Students will learn the addition of two or  Students add two or more fractions.
more fractions.  Students will use the part-whole model
 Students will learn to add using the part- for adding fractions.
whole model.
Literacy: Numeracy:
 Learn about the objectives of adding two or  Students will solve at least 2 questions on the
more fractions. given topic.

Keywords: Potential Errors and Misconceptions:


 addition  If using two bar models to add two fractions, children
 Fractions may think the two bar models together make 1 whole
 Convert and will be unable to find the correct denominator.
 Children may add numerators and denominators, for
example, 1/3 + 1/3 =2/6.
SMSC: Homework:
Socially: Group activities require students to work together, Worksheets will be provided to practice adding two or more
communicate, and share ideas to solve problems systematically. fractions.
Morally: Wait for their turns during activity and learn respect.
Spiritually: Help students build confidence and satisfaction as they
successfully solve problems, recognizing their growing skills and
capabilities.
Culturally: sharing items in a festival or community gathering, to
show how division plays a role in cultural practices.
Resources: Computational Thinking:
 PowerPoint Presentation
 Worksheets

 Whiteboard

Algorithmic Thinking  Evaluation 


Abstraction  Generalization 
Decomposition 
Differentiation: (Task, Response/recording, Resources, Support, Outcome, Grouping. Pairing, Screencast, Audio,
Other (state))
SEN: EAL: G&T
 Take instructions, try to  Highlight and color keywords  Try to differentiate
apply them, and give an on the PowerPoint between equal and unequal
outcome. presentation groups.
 Ensure instructions for main
activities are precise and
clear
Page 2 of 4

Detailed Lesson Plan

Welcome and Greet! – Uniform and cleanliness check as students enter the room
Time Learning Teaching Assessment of Evaluation
Learning
5 · Learn to maintain discipline. · Instruct students to arrange their
Bell Activity
(Optional)

minute · Educate students to deal stationeries.


with things independently. · Encourage them to show discipline and focus
on the lesson.

15  Introduce today’s topic and  Write the topic and LOs on the board.  They will be
minutes its learning objectives.  Display the PPT. observed on
 Learning about adding two how they
or more fractions.  Review the concept of fractions, perform the
numerators, and denominators. activity and
 Discuss real-life examples where adding whether they
fractions is necessary. are attentive.
 Display the following example and
explain how to use the method of
addition.
Starter


 Provide a small piece of paper to each
student.
 Tell students to solve the given examples on
a piece of paper.
 Ask them to peer-check their answers.
Page 3 of 4

10 · Students learning to add · Display a visual representation of the part- · Assess them if
minutes two or more fractions. whole model. they
· Demonstrate how to add two fractions using understand the
the part-whole model in which you add the concept or not.
numerator or write the missing numerator to
complete the whole.
· Work through examples.
Main Activity 1

·
· Display another example.

·
· Ask the students to solve on the paper.
· Tell them to peer-check.

5 · Students understand how to · Reflect on learning and check understanding. · Students are
minutes add fractions using the part- · Revise the rules by adding fractions. assessed by
Plenary
Mini

whole models. their way of


understanding
the topic.
20 · Stretch their thinking and · Display the worksheet and ask the students  Observe pupils
minutes deepen their understanding to write the date and day. during guided
by asking questions from · Encourage students to add numerators practice to
Main Activity 2

their worksheets. carefully. assess their


understanding of
· Pair students into groups to solve their
adding fractions.
worksheets.
· Take a round and encourage the students for
their correct answers.
· Provide help if they need it.
Page 4 of 4

5  Pupils reflect on the  When they finish their worksheet ask the Summative:
minutes completed tasks. group leader to have a quick look at the task  They will be
 Revisit learning objectives. of their group members. evaluated
Plenary

 Recall the concepts covered  Revise the rules to add the numerators of by weekly
in today’s lesson fractions. tests from
the
worksheet
Students stand behind chairs – Orderly dismissal of students

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