Equivalent Fractions

Lesson Plan: Equivalent Fractions Name: Beverly Cortez Grade: 4th

Date: October 21, 2014 Content Area: Math

Duration: 60 minutes

Materials needed: Lesson plan, Elmo, fraction circles, equivalent fraction activity sheet, paper, pencil

Guiding Questions: What are fractions? What are examples of fractions? What does equivalent mean? What does equivalent fractions mean? When do you use equivalent fractions in your life? Enduring understanding: Students learn that equivalent fractions are different fractions with the same value.

What component/s will be the lesson focus? Number and Operations

Strategy or skill emphasis Recognizing and creating equivalent fractions

Purpose of lesson The purpose of this lesson is to help students understand the concept of equivalent fractions. Students will be able to create and recognize equivalent fractions. Language modalities to be used in this lesson: Listening, Speaking, Writing

Critical Thinking Skills ACEI 3.3-‐Critical thinking, problem solving and performance skills.

• Remembering • Understanding • Applying

Student Engagement Techniques and Grouping ACEI 3.4-‐Active Engagement in Learning

• Pairs • Table or random groups

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DIFFERENTIATION PLAN

ACEI 3.2 Adaptation to diverse students.

Identify type of learner (ELL, SPED, Accelerated Learners,

Striving learners, 504 students, reading)

List type of differentiation (learning environment, content,

process, product, performance task)

Instructional approach (Write the instructional

approach/accommodations that will be used for these learners)

Striving Learners Process • Explain the vocabulary terms using more explicit student friendly language.

• Student will be provided more time to finish solving the problems.

• Students will be provided with visual representations of the problems for clarity or assistance.

ELL Process • Explain the vocabulary terms in a relatable or easier way.

• Student will be provided more time to finish solving the problems.

• Students will be provided with visual representations of the problems for clarity or assistance.

Accelerated Learners Product • Students will be asked to solve more complex equivalent fraction problems.

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1. Standards/Benchmarks/GLOs ACEI 2.1-‐2.4 Content Area Knowledge. List CCSS, HCPS III, HELDS, GLOs

Number and Operations: Fractions: Extend understanding of fraction equivalence and ordering 4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, 100.)

• I can recognize and create equivalent fractions • I can explain why they are equal.

GLO: Community Contributor

• I can work with others when completing a task.

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2. Assessment Task (ACEI 4-‐Informal and formal assessment. Candidate plans appropriate formative and summative assessments to guide and assess student learning, including criteria)

Students will solve different problems involving equivalent fractions. They will create fractions and the corresponding equivalent fraction based on their own fraction or based on the model. They will need to identify different equivalent fractions based on a given model. I will assess students’ completed work using WB, DP, MP and ME from the rubric on page 7.

3. Activities/Instructional Strategies (ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking, problem solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster learning)

1. Introduction/Building background (5 min):

a. Write on the board: 5 dimes are equivalent to 2 quarters 3 + 5 is equivalent to 5 +3

½ is equivalent to 50% b. Read the sentences aloud. c. Ask students to think for a minute what they think the term “equivalent” means. d. Select a few students to share what they think the term “equivalent” means. e. Use students’ paddler number if necessary. f. Explain the term “equivalent”. (Equivalent means the same value.) g. Ask students what are fractions. h. Select students to share their answers. (Fractions are numbers that can represent a

part of a whole) i. Explain today’s lesson. (Today, we will be learning about equivalent fractions.) j. Ask students to think for a minute what they think equivalent fractions are. (Since

you know what the term equivalent means, what do you think equivalent fraction means?)

k. Ask students to quickly share their answers with the person sitting next to them or the person across from them.

l. Obtain the class’ attention by initiating the attention getter. (Teacher says class class and students respond with yes yes)

m. Select a few students to share to the class. n. Explain equivalent fractions. (Equivalent fractions are fractions that represent the

same value. Equivalent fractions name the same amount.) o. Share “I can” statements:

i. I can recognize and create equivalent fractions. ii. I can explain why they are equal. iii. I can work with others when completing a task.

p. Provide a math connection to real life. (Chef in a restaurant that needs to double his recipe in order to make enough of the dish. At home, your parents have to cook enough for the family and your friends came over they have to increase the fraction

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of ingredients used to cook dinner or dessert.) 2. Focus/Mini lesson (I do) (5 min):

a. Place three fraction circles on the board. (Fourths, Eights and Twelves) b. Explain that the fraction circles are pretend “pizzas.” c. Select 3 students to stand next to the fraction circles/pizzas. d. Explain that each student will have one whole pizza. e. Inform the student that he/she ate ¼ of the pizza. (You ate 1 piece of the 4 pieces) f. Instruct the student with the four slices to grab ¼ of his or her pizza to indicate how

many he/she ate. (So, ____ is holding ¼ of the pizza which means she ate a part of a whole.)

g. Inform the next student that he/she ate 2/8 of the pizza. (You ate 2 pieces of the 8 pieces)

h. Instruct the student to grab 2/8 of his or her pizza to indicate how many he/she ate. i. Inform the last student that he/she ate 3/12 of the pizza. (You ate 3 pieces of the 12

pieces) j. Instruct the student to grab 3/12 of his or her pizza to indicate how many he/she

ate. k. Instruct the class to compare the pieces that the 3 students “ate” from the three

pizzas. i. Review definition of compare. ii. Use finger signs. (Place a 1 in the air if you think they are the same, a peace

sign if you think they are different.) l. Select a few students to share what they observed. (What do you notice about the

amount of pizza’s ___, ____, and ______ ate? What do you notice about the fractional parts that they ate? What do you notice about the left over pizzas from each of the students? Who ate more of their pizza? Who ate less?)

m. Guide students to understand that the “eaten pieces” are equivalent fractions. i. Place the eaten pieces on top of the other eaten pieces to visually show that

they are all equivalent. n. Write the equivalent fractions on the board with the help of the students. (1/4 = 2/8,

¼ = 3/12, 2/8 = 3/12) o. Remind students that ¼, 2/8, and 3/12 are all fractions, which are part of a whole.

3. Guided practice (We do) (10 min):

a. Instruct students to obtain their math notebooks and pencil. b. Provide a couple of examples to perform with the students. c. Perform temperature check throughout the guided practice. (Thumbs up if you got it

right. Thumbs down if you got it wrong) d. Instruct students to find equivalent fractions that they see on the given picture. e. Show the problem(s) to class. f. Explain to students what the task is (For number 1 and 2: first find equivalent

fractions. Second shade in the corresponding picture. Last is to explain why the fractions are equal.

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g. Ask students to copy or draw problem number 1. h. Guide students in solving problem number 1. (How many fractional parts do we have

in the first picture? What about the second picture? From looking at the pictures, what equivalent fractions do you see?)

i. Write the fraction that students present then shade the corresponding pictures.

ii. Ask students why they think the fractions are equal. (How did you figure out that these fractions are equivalent?)

iii. Write students reason(s). i. Guide students in solving problem number 2.( (How many fractional parts do we

have in the first picture? What about the second picture? This picture already gave you a fractional part; your task is to first shade in the corresponding picture for the first fraction.)

i. Ask students what is equivalent to 3/4. ii. Write the equivalent fraction that students provide. iii. Ask students why they think the fractions are equal. (How did you figure out

that these fractions are equivalent?) iv. Write students reason(s).

j. Guide students in solving number 3. i. Ask students to shade in 2/3 of the first given picture. ii. Ask students what is equivalent to 2/3. (The equivalent fraction must have a

fraction of the 9 total parts ____/9) iii. Write the equivalent fraction that students provide. iv. Ask students why they think the fractions are equal.

k. Guide students in solving number 4. i. Select a student to read the word problem. ii. Ask students what we should do first. (Draw the problem: Create 10 circles.

Label 4 pies with “A” for apple. Label the rest with “C” for cherry.) iii. Ask what fraction of all the pies are apple pies. (How many apple pies do we

have? How many total pies do we have?) iv. Ask what fraction of all the pies are cherry pies. (How many cherry pies do

we have? How many total pies do we have?) v. Remind students to write their answer in complete sentence and provide an

explanation to show an equivalent fraction. 4. Work Time: 30 min

a. Work time will consist of a total of 30 minutes, where 20 minutes will be spent on students working on the activity sheet as a group and the 10 minutes for a group to present their completed work.

5. Collaborative Group work (You do it together) (30 min) a. Place students into groups. (About 4-‐5 students in one group. Groups are arranged

according to the paddle numbers selected from the envelope.) b. Inform students that they will have 20 minutes to complete the activity sheet. c. Provide students with the activity sheet to complete with their group. d. Place students in different parts of the room to work on their activity sheet.

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e. Remind students to work with each member of their group. f. Remind students that they can use the fraction circles. g. Set timer for 20 minutes. h. Monitor students as they work. (Check if they are writing the correct equivalent

fractions, shading in the correct fractions, providing their reasoning(s) why the fractions are equivalent.)

i. Guide students who are struggling. (What part of the whole did you shade in? How many total parts are there? What fraction does it represent?)

j. Perform temperature checks along the way to determine students’ progress.

6. Closure (5 min): a. Gain students’ attention when they all completed their work. b. Select a paddler number to display work on the Elmo. c. Instruct the student to discuss his or her answers along with his or her group

members. i. Instruct one student to point to the work while explaining the problems.

d. Guide group in presenting their work if necessary. e. Allow audience to ask questions after group has done explaining. f. Review I can statements:

i. I can recognize and create equivalent fractions. ii. I can explain why they are equal. iii. I can work with others when completing a task.

g. Inform that they will have homework that is similar to the activity sheet.

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Teacher Assessment Tool

Benchmark 1 (Well below)

2 (Developing proficiency)

3 (Meets

expectation)

4 (Exceeds

expectation)

4. NF.1 Eq

uivalent Fractions

I can recognize and create equivalent fractions.

-‐I can sometimes recognize equivalent fractions. -‐I can create equivalent fractions with someone’s help.

-‐I can recognize equivalent fractions most of the time. -‐I can sometimes create equivalent fractions.

-‐I can recognize equivalent fractions. -‐I can create equivalent fractions.

-‐I can recognize equivalent fractions. -‐I can create equivalent fractions and identify additional equivalent fractions.

4.NF.1 Eq

uivalent Fractions

I can explain why they are equal.

I can’t provide an explanation on why fractions are equal.

I can provide some explanation on why fractions are equal.

I can provide an explanation on why fractions are equal.

I can provide detailed explanations on why fractions are equal.

GLO

#2 Co

mmun

ity Con

tributor

I can work with others when completing a task.

I refuse to work with others.

I can sometimes work with others when completing a task.

I can work with others when completing a task without arguing.

I can work with others when completing a task and offer to help others.

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Student Assessment Data Table Students’ First Name 4.NF.1 Equivalent

Fractions GLO #2: Community Contributor

Notes/Comments

1. No Media Release Form 2. 4 4 3. 4 4 4. 4 4 5. 3 4 6. No Media Release Form 7. 4 2 *need to work on

working in a group 8. Absent Absent 9. No Media Release Form 10. No Media Release Form 11. No Media Release Form 12. 3 4 *need help explaining

why the fractions are equivalent

13. No Media Release Form 14. Absent Absent 15. 3 4 *need help explaining

why the fractions are equivalent

16. 2 4 *need help creating equivalent fractions and explaining why the fractions are equivalent

17. 2 4 *need help creating equivalent fractions and explaining why the fractions are equivalent

18. 4 4 19. 4 4 20. 4 4 21. 4 4 22. 4 4 23. No Media Release Form 24. No Media Release Form 25. No Media Release Form 26. No Media Release Form

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Guided Practice Problems-‐ These will be hand written on their math notebook

1. What equivalent fraction do you see? Shade in each picture to match your fraction. Explain why the fractions are equal.

Example answer: 3/6 is equivalent to 4/8. Explain why the fractions are equivalent: _________________________________ 2.Write equivalent fractions. Shade in each picture to match. 3/4

___/8

3/4 = ____/8 Explain why the fractions are equivalent:____________________________________

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3. Write equivalent fractions. Shade in each picture to match.

2/3 = ___/9

Explain why the fractions are equivalent: 4. Solve the problem and write an equivalent fraction that matches your answer. Explain why the fractions are equivalent. Draw to help you solve.

There are 10 pies. 4 of the pies are apple. The rest are cherry. What fraction of the pies are cherry?

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Group Work Problems

1. What equivalent fractions do you see?

Equivalent Fractions: Explain why the fractions are equal:

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2. Shade some of the parts for the model on the left. What fraction did you create? Write an equivalent fraction using the other model with the additional lines.

Equivalent fraction: Explain why the fractions are equal: 3. Write the equivalent fractions to match the picture.

Explain why the fractions are equivalent:

shaded

shaded shaded

shaded shaded

shaded

shaded

shaded

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4. Solve the problem and write an equivalent fraction that matches your answer. Explain why the fractions are equivalent. Draw to help you solve. There are 8 books on the shelf. 2 of the books are fiction. The rest are nonfiction. What fraction of the books are fiction?

Equivalent Fractions

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