Lesson: Fractions: Equivalent

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Lesson Objective

SWBAT identify equivalent fractions

Lesson Plan

Materials Needed: scrap paper for DN, white board, dry erase markers, pencils, GP/IND Worksheet.
Vocabulary: whole (or ONE or unit), denominator, numerator, equivalent
Do Now (2 -3 min): One the board the teacher writes the following: 1. Are ½ and 2/4 the same value? 2. Are 2/4 and ¾ the same value? 3. Are 4/5 and 8/10 the same value? 4. Are ¾ and 2/3 the same value? Students should write answer to DN on scrap paper. 
Opening (2 -3 min): The teacher should state the objective, “Yesterday, we modeled model halves, thirds, fourths, sixths and twelfths on a clock face. Today, we are going to focus equivalent fractions. By the end of this lesson, you will be able to identify equivalent fractions.”
Direct Instruction (10 min): The teacher explains, “We are going to learn about equivalent fractions today. Lets start by making sure we understand what equivalent means? Does anything sound familiar about the word equivalent? [equal]. Yes, that is right, I sort of hear the word equal in equivalent. So knowing that we sort of hear the word equal in equivalent, who wants to take a guess at what equivalent means? [ It means when two different fractions, with different numerators and denominators, equal the same amount]. Oh my gosh! That is a perfect answer. I loved how you used your vocabulary words.  Yes, equivalent fractions are fractions that have the same value. Let’s look at our DN answers now.” The teacher reviews the answer to the DN.
1. Yes, they are equivalent
2. No, they have the same denominator
3. Yes, they are equivalent
4. No, different denominators and different numerators, but something tells me they aren’t equivalent.
Then the teacher continues, “Ok, so I gave you the answers, now let me explain why # 1 and # 3 are equivalent. The first thing we have to do is set them up across from each other, like this. Then I look at the relationship between the two fractions, and ask myself is there a mathematical relationship between these two fractions. Well, YES there is, I need to look at the numerators and the denominators both separately and together.  If I can multiply the numerator and get the new numerator,  I am half way there. I have to be able to multiply the denominator BY THE SAME NUMBER, say it with me “Whatever I do to the bottom, I do to the top” and get the new denominator. Is that the case with these two fractions? YES, I multiply the numerator by 2 and get 2, I multiply the denominator by 2 and get 4, so what does that mean?!?! IT MEANS THESE ARE Equivalent fractions. If I gave [INSERT STUDENT NAME] a circle divided in 2 with one part shaded, and I gave [INSERT STUDENT NAME] a circle divided in 4 parts with 2 parts shaded, they would have the same amounts shaded!! This is the Equivalent Fractions Rule: if both the numerator and denominator of a fraction are multiplied by the same non-zero number, the result is a fraction that is equivalent to the original fraction.”
½         2/4
The teacher then demonstrates another equivalent pair of fractions and one pair that is not equivalent. 
Guided Practice (15 min): The teacher passes out the GP Worksheet. The students will be working on identifying/listing all the equivalent fractions for 13 fractions. The teacher will be working with the students on items 1-8. The rest  will be completed for IND Practice.
The teacher should give the student’s scrap paper to work on making equivalent fractions. For ½ the teacher should write options on the board and the students determine if it is equivalent or not. For 2/2 the students should multiple the numerator and the denominator by 2, 3, 4, and 5. This should continue for items 3-8. 
Independent (10 min):  The teacher then tells the students that they are to work on the remainder of the Worksheet by independently, using the skills that they were just taught. They will be required to hand in the worksheet at the end of the lesson. The teacher should circulate to assist students that may need it.
Closing (2-3 min): Teacher calls the attention of the students back toward the front of the class to quickly review the answers to the Independent Practice worksheet/ ask what we learned about.

Lesson Resources

IND Practice Lesson 8   Classwork


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