Prior to beginning the lesson: (1) Photocopy the Problem of the Day onto transparency paper for the overhead projector; (2) Photocopy the Pre-Writing Graphic Organizer onto transparency paper for the overhead projector; (3) Photocopy Pre-Writing Graphic Organizer (1 per student).

Group Size: Whole class

Learning Objectives:

Students will be able to:

  • Apply fractions in a setting outside of mathematics.
  • Write a complete story about fractions.

Problem of the Day, Pre-Writing Graphic Organizer, overhead projector


Lesson Introduction: Display Problem of the Day on the overhead projector. Ask students: What strategy should we use to solve this problem? Guide them towards drawing a picture. Solve the problem together as a class. Students can copy problem and solution into math notebooks.

  1. Tell students: Today you are going to write stories. Each of your stories will have fractions in them. Does anybody have any ideas for a story with fractions? Call on students who volunteer ideas.
  2. Tell students: Before we begin writing, let’s remember the writing process. Review Pre-Writing, Editing, and Final Copy with the students.
  3. Tell students: Today we will begin with pre-writing. We are going to get our ideas down on paper. I will show you my story first. Display Pre-Writing Graphic Organizer on the overhead projector.
  4. Do an example of pre-writing with the class, asking for students’ ideas and input.
  5. Tell students: Now you will each to get to do your own pre-writing. Remember, your story should be different from my story. You need to come up with your own ideas for a fraction story.
  6. Distribute Pre-Writing Graphic Organizer to students and give them time fill in the blanks.
  7. When students are finished working, collect papers for use the next day.
Modifications: For students with special needs, allow for extra time and help with spelling and grammar as necessary.


Teacher should monitor student work to ensure all students understand the concept.

Benchmark or Standards:

National Council of Teachers of Mathematics (NCTM) Process Standard:

  • Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
  • Recognize and apply mathematics in contexts outside of mathematics.
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