##
* *Reflection: Checks for Understanding
Fraction Fishing! - Section 2: Warm Up

As you can see in my video reflection, a quick write is a great informal formative assessment. This quick assessment gives me a very brief snapshot into the thinking of my students and also tells me immediately if I need to make adjustments in the lesson I have planned. Since students will be working to find equivalent fractions in this lesson, I wanted to know if they were able to list fractions for 1/2 easily. This is a fraction that is very commonly used and one that students tend to know with little instruction at a fourth grade level.

I did discover during the quick write that 26 of my 27 students were able to do this with ease. I had one student, which was a surprise, that could not formulate fractions for 1/2. This was very valuable information which helped me make adjustments instantly. I partnered this particular student with two other students that could serve as positive role models and teachers in the way they tend to explain their thinking. This student that was not able to name fractions equivalent for one half needs more time with understanding numerator and denominator as well as understanding what half means. The students I partnered her with are great at explaining their thinking as well as modeling their thinking which will benefit this student greatly. I also made a note in my lesson plans that this students needs some small group or individual lessons with me in order to make sure she is able to move forward successfully.

*Quick Write Reflection*

*Checks for Understanding: Quick Write Reflection*

# Fraction Fishing!

Lesson 11 of 14

## Objective: SWBAT find equivalent fractions by using fraction bar manipulatives.

## Big Idea: This inquiry or exploratory lesson builds students abilities to compare fractions by creating equivalent fractions through a fun engaging go fish fraction game.

*65 minutes*

#### Number Hook

*5 min*

For this number hook, I give students a riddle rather than a magic trick. I roll five dice and show the dice under the document camera. Then I tell students, "The name of the game is** Polar Bears Around the Ice Hole**. The name of the game is important! How many polar bears are there?"

The following is an example of how this looked during this riddle:

The first roll produced 4, 6, 1, 3, 2. "Six," said Billy. "No, two," Johnny replied. The next roll was 5, 1, 5, 2, 4. "Four?" said Billy. "No, eight," Johnny said. The next rolls were 3, 5, 3, 1, 2. There were 8 polar bears. The next rolls were 6, 2, 1, 2, 4. There were no polar bears. How does Johnny figure out the number of polar bears?

The answer to this riddle is quite simple, but one that my students have not figured out yet. My students LOVE this riddle and based on previous experience, I predict I will get many requests to play this again, often.

Dice all look the same. On a die, the 1, 3, and 5 all have a dot in the center. The 3 has 2 dots on either side of the center dot, and the 5 has 4 dots around the center dot. Johnny simply counted the number of dots around the outside. A "3" has 2 "petals around the rose, or polar bears around an ice hole." The "5" has 4 "petals" or "polar bears." Roll some dice and it will become clear!!

*My students have worked at this number hook now for several days. They still love it. Out of 80 students, I currently have about 26 that have figured this trick out. They are very good about not telling other students so others still have an opportunity to figure it out on their own. It has been interesting to observe which students have figured this trick out to now. Many of my students who I would say have above average math fact fluency and high accuracy levels with computation, are not figuring this trick out. While my students who may not have their facts memorized at this point, many of which have thoughts about being "bad" at math simply because they don't have facts memorized, have been figuring this trick out. I love watching their faces as they figure it out. It's helped with their confidence tremendously. *

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#### Warm Up

*5 min*

For this warm up, I ask students to complete a one minute quick write. For this quick write students write as many fractions equivalent to 1/2 as they can in the one minute. After the one minute, I ask students to stand up if they wrote more than 8,more than 10, then 15, and finally 20.

In this photograph you can see a student writing as many fraction as she can. You can see that she doesn't appear to be going in any pattern.

Students end this warm up by sharing with their partner the fractions they came up with. I ask students how they know they came up with fractions equivalent to 1/2 and listen to their responses. Students respond with statements like, "Well, if you have one whole that is the same size and you have 3 of 6 pieces or 4 of 8 pieces, you will get the same amount, they are just different sized pieces or parts." Some students referred back to the paper folding activity in the previous lesson.

#### Resources

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#### Concept Development

*40 min*

This is the second exploratory lesson in which students will discover equivalent fractions.

The concept of equivalent fractions is needed in many applications involving fractions. Many students of all ages experience difficulties in their attempt to find equivalent fractions. Students either do not know how to find equivalent fractions or do not make the connection between equivalence and size. Other misconceptions might include students applying whole‐ number rules to their work with fractions. Some students also believe that the bigger the denominator, the bigger the piece.

In a previous lesson, students identified equivalent fractions with denominators that were multiples of two and three through a paper folding activity. My students are just beginning to understand the concept of equivalent fractions and I want to ensure, through this lesson, that this concept is solid before I introduce students to the algorithm for creating same numerator or same denominator.

Students have access to fraction bar manipulatives during this lesson. While the cards have fractions equivalent to 1/3 like 3/9 and 3/18 for 1/6, students use strategies they know to determine if these fractions are equivalent. The fraction bar models I have will only help students identify equivalent fractions for fractions up through twelfths. I did not teach my students the number algorithm of multiplying or dividing by one whole to determine equivalent fractions prior to this lesson, which is why this lesson is so powerful for students.

Students play the** Fraction Go-Fish** game in trios for this lesson. The trios are not grouped by ability. This is important for this lesson because I want students who are struggling or lacking strategies to compare and make equivalent fractions to benefit from hearing their peers thinking.

While students work, I observe and ask students questions like*; How do you know these fractions are equivalent? How do you know these fractions aren't equivalent? Tell me more, Explain how you got that,* and *Can you prove it?* These questions allow me to informally assess if students are where they need to be in understanding equivalent fractions. This can be done as I walk around and observe how the students are doing during the game.

In this video, you can listen in and watch a student as he is trying to figure out if he has an equivalent fraction that another student asked for.

Students play the game until there are about 20 minutes left of the class period. This 20 minutes is used for the wrap up section of the lesson and allows me to help students make connections with new learning.

Note: In the resource section, you will see another version of fraction cards that could be used to differentiate instruction.

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#### Student Debrief - Wrap Up

*15 min*

In order to help students make meaningful connections between what they have experienced in the game with identifying and making equivalent fractions I lead a brief conversation about patterns students notice.

I lead students in a discussion about fractional parts taking up the same amount of space being equivalent fractions. 1/2 and 4/8 take up the same amount of space in a region or bar fraction model.

To end the lesson, I ask students to model 3/4 and 6/8 on their whiteboards. I ask students to discuss with their learning partner whether these two fractions are equivalent.

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- UNIT 1: Getting to Know You- First Days of School
- UNIT 2: Multiplication with Whole Numbers
- UNIT 3: Place Value
- UNIT 4: Understanding Division and Remainders
- UNIT 5: Operations with Fractions
- UNIT 6: Fraction Equivalents and Ordering Fractions
- UNIT 7: Division with Whole Numbers
- UNIT 8: Place value
- UNIT 9: Geometry
- UNIT 10: Measurment
- UNIT 11: Fractions and Decimals

- LESSON 1: Understand Fractions
- LESSON 2: Understand Unit Fractions
- LESSON 3: Pattern Blocks to Investigate Fractions
- LESSON 4: Fraction Partners of One Whole
- LESSON 5: Comparing Fractions Same Numerator or Same Denominator
- LESSON 6: Fraction Mii
- LESSON 7: Close to 0, 1/2, or 1?
- LESSON 8: Comparing Fractions Using a Number Line
- LESSON 9: Compare Fractions GAME
- LESSON 10: Exploring Equivalent Fractions
- LESSON 11: Fraction Fishing!
- LESSON 12: Birthday Cake Fractions! How much cake is left?
- LESSON 13: Recycling with Common Numerators
- LESSON 14: Fractions and Art - Sol LeWitt Style