
Flag Fractions
Jill Neumann & Christine Marchetta
4th Grade
Hightower Elementary School
DeKalb County Schools
Task

Overview
Students create a flag by coloring fractional pieces of the flag and then name and write the fractional parts created on their flag. While exploring the fractional parts created, students add decimal fractions with like denominators, write decimal fractions as decimals, order two digit decimals, and add two digit decimals.
Illustrative Task
 Students are placed into groups of four based a common color on their flags.
 Each student fills out the chart for common fractions and decimals based on their flag.
 Once everyone has their chart filled out, students discuss what they notice.
 On an index card, each student writes the fraction on one side and the corresponding decimal on the other side for their group’s color.
 Working with a partner in their group, students compare their fractions.
 Students then order the fractions for their group from least to greatest.
 Students list their fractions in order on the recording sheet and share their ordered fractions with the class.
 The class creates a rule for comparing common fractions with like denominators.
 Closing: The class discusses how a common fraction is part of a whole and how all of the fractions add up to one whole flag (numerator and denominator are equal).


GPS Addressed

M4N5. Students will further develop their understanding of the meaning of decimal fractions and use them in computations.
 Understand decimal fractions are a part of the baseten system.
 Understand the relative size of numbers and order two digit decimal fractions.
 Add and subtract both one and two digit decimal fractions.
 Model multiplication and division of decimal fractions by whole numbers.
 Multiply and divide both one and two digit decimal fractions by whole numbers.
M4N6. Students will further develop their understanding of the meaning of common fractions and use them in computations.
 Understand representations of simple equivalent fractions.
 Add and subtract fractions and mixed numbers with common denominators. (Denominators should not exceed twelve.)
 Convert and use mixed numbers and improper fractions interchangeably.


Video Information


Use these questions to guide your thinking about some of the important teacher ideas in the lesson featured in the video clip.
 What kinds of questions does the teacher ask to promote students’ problem solving?
 How is the teacher gauging students’ current understandings and building from those understandings?
 Consider the GPS standards listed with this video.
 What makes this lesson different from lessons you have taught on this topic?


