Grade 4 Mathematics: Common Fractions – Week 6 Term 3

by

CAPS Curriculum Lesson Plan Template

Lesson Information

  • Subject: Mathematics
  • Grade: 4
  • Term: 3
  • Week: 6
  • Duration: 50 minutes
  • Date: September 9, 2025
  • Topic/Theme: Common Fractions – Comparing and Ordering Fractions

Curriculum Alignment

  • CAPS Content Area: Numbers, Operations and Relationships
  • Specific Aims:
    • Develop the correct use of the language of Mathematics
    • Develop number vocabulary, number concept and calculation skills
    • Learn to investigate, analyse, represent and interpret information
  • Learning Outcomes:
    • Compare and order common fractions with different denominators (halves, thirds, quarters, fifths, sixths, sevenths, eighths)
    • Describe and compare common fractions in diagram form

Lesson Objectives

By the end of this lesson, learners will be able to:

  • Compare common fractions with different denominators (halves, thirds, quarters, fifths, sixths, sevenths, eighths)
  • Order common fractions from smallest to largest and largest to smallest
  • Describe common fractions using diagram form (shapes divided into equal parts)
  • Use fraction vocabulary correctly when discussing parts of a whole

Key Vocabulary (Top 5 Most Important Terms)

  1. Fraction – A number that represents part of a whole
  2. Numerator – The top number in a fraction that shows how many parts we have
  3. Denominator – The bottom number in a fraction that shows how many equal parts the whole is divided into
  4. Compare – To look at two or more fractions to see which is bigger or smaller
  5. Equal parts – Parts that are exactly the same size

Previous Learning

What learners should already know:

  • Recognize and name basic fractions (halves, thirds, quarters)
  • Understand that fractions represent parts of a whole
  • Identify equal and unequal parts in shapes

Connection to prior lessons:

  • Previous lessons on identifying fractions in Term 2
  • Work with shapes and equal parts from earlier in Term 3

Resources and Materials

  • Fraction circles or fraction strips (manipulatives)
  • Circle and rectangle templates for cutting
  • Coloured pencils or crayons
  • Worksheets with shapes divided into fractions
  • Fraction wall chart
  • Scissors and glue
  • Grid paper

Lesson Structure

Beginning (Introduction) – 10 minutes

Hook/Attention Grabber:

  • Show learners a chocolate bar divided into different sized pieces and ask: “If you had to choose between 1/2 of this chocolate or 1/4 of this chocolate, which would you choose? Why?”

Introduction Activities:

  • Review fraction vocabulary using fraction wall chart
  • Quick mental mathematics: Show fraction shapes and have learners identify the fractions
  • Introduce the lesson objective: “Today we will learn how to compare fractions to see which is bigger or smaller”

Middle (Main Lesson Activities) – 30 minutes

Direct Instruction (10 minutes):

  • Demonstrate comparing fractions using fraction circles:
    • Show 1/2 and 1/4 circles side by side
    • Explain: “When fractions have the same numerator (1), the one with the smaller denominator is larger”
    • Show 1/3 and 1/6: “1/3 is larger than 1/6 because thirds are bigger pieces than sixths”
  • Introduce symbols: > (greater than), < (less than), = (equal to)

Guided Practice (10 minutes):

  • Work together to compare fraction pairs using manipulatives:
    • 1/2 and 1/3 (1/2 > 1/3)
    • 1/4 and 1/8 (1/4 > 1/8)
    • 2/4 and 1/2 (2/4 = 1/2)
  • Practice ordering fractions: 1/8, 1/4, 1/2 from smallest to largest
  • Complete fraction comparison worksheet as a class

Independent Practice (10 minutes):

  • Learners work individually on fraction comparison activities:
    • Cut out fraction shapes and arrange them in order
    • Complete worksheet comparing fractions using >, <, = symbols
    • Draw diagrams to show fraction comparisons
  • Teacher circulates to provide individual support

End (Conclusion) – 10 minutes

Consolidation Activity:

  • Fraction line-up game: Learners hold fraction cards and arrange themselves in order from smallest to largest
  • Review key learning: “What did we learn about comparing fractions today?”

Exit Ticket/Quick Assessment:

  • Each learner writes one fraction comparison using symbols (e.g., 1/3 > 1/6) and draws a diagram to prove it

Assessment and Checks for Understanding

Formative Assessment:

  • Observe learners during manipulative activities for understanding
  • Listen to explanations during guided practice
  • Check individual work during independent practice
  • Ask questions: “How do you know 1/2 is bigger than 1/4?”

Summative Assessment:

  • Fraction comparison worksheet completion and accuracy
  • Exit ticket showing understanding of fraction comparison
  • Ability to order fractions correctly during line-up activity

Success Criteria:

  • Learners can compare unit fractions (fractions with numerator 1) correctly
  • Learners can use >, <, = symbols appropriately
  • Learners can explain their reasoning using fraction language
  • Learners can order at least 3 fractions from smallest to largest

Differentiation Strategies

For learners who need support:

  • Provide concrete manipulatives throughout the lesson
  • Use only halves and quarters initially, then progress to thirds
  • Pair with a more confident partner
  • Provide fraction number line for reference
  • Give extra time and one-on-one explanation

For advanced learners:

  • Include fractions with numerators greater than 1 (e.g., 2/3, 3/4)
  • Challenge them to create their own fraction comparison problems
  • Ask them to explain their thinking to support struggling learners
  • Introduce mixed numbers if ready

For learners with barriers to learning:

  • Use visual and tactile materials consistently
  • Break down comparisons into smaller steps
  • Provide verbal instructions alongside visual demonstrations
  • Allow drawing instead of writing where appropriate
  • Use real-life examples (pizza slices, chocolate bars)

Homework/Extension Activities

  • Find objects at home that can be divided into fractions (apple, pizza, etc.)
  • Practice comparing fractions with family members using household items
  • Complete fraction comparison worksheet for homework
  • Draw pictures showing fraction comparisons using everyday objects

Reflection Notes

What worked well:

  • [Teacher to complete after lesson]

What could be improved:

  • [Teacher to complete after lesson]

Notes for next lesson:

  • [Teacher to complete after lesson – may include follow-up on addition of fractions with same denominators]

Additional Resources

Teacher Notes

Implementation Tips:

  • Ensure all learners have access to concrete manipulatives
  • Use consistent fraction vocabulary throughout
  • Connect to real-life experiences (sharing food, dividing objects)
  • Encourage learners to explain their thinking aloud
  • Display fraction wall chart prominently for reference

Common Misconceptions to Address:

  • Thinking larger denominators mean larger fractions
  • Confusing numerator and denominator positions
  • Not understanding that fractions represent equal parts
  • Difficulty visualizing fractions without concrete materials

Extension for Next Lessons:

  • Addition of fractions with same denominators
  • Equivalent fractions
  • Fractions on a number line
  • Problem-solving with fractions in context

Assessment Rubric:

  • Level 4 (Outstanding): Compares all fraction types accurately, explains reasoning clearly, helps others
  • Level 3 (Adequate): Compares most fractions correctly, shows good understanding
  • Level 2 (Approaching): Compares simple fractions with support, basic understanding evident
  • Level 1 (Needs Support): Requires significant help, limited understanding shown

This lesson aligns with CAPS Mathematics curriculum requirements for Grade 4 Term 3 and provides a solid foundation for continued fraction work.