# Lesson: Fractions: Equivalent Developing the Rule

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### Lesson Objective

SWBAT use examples of equivalent fractions to develop a rule for finding equivalent fractions.

### Lesson Plan

Materials Needed: DN Worksheet, white board, dry erase markers, pencils, butcher paper, markers, music, and IND Worksheet.
Vocabulary: whole (or ONE or unit), denominator, numerator, equivalent

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Do Now (2 -3 min): The teacher hands out the DN Worksheet, and asks students to complete it independently.

Opening (2 -3 min): The teacher should state the objective, “Yesterday, we identified equivalent fractions Today, we are going to refocus equivalent fractions. By the end of this lesson, you will be able to develop equivalent fractions using a rule for finding equivalent fractions.”

Direct Instruction (8 - 10 min): The teacher explains, “Today we are going to work on equivalent fractions again. I want to make sure we really understand this concept, so we are going to spend another day on it. Today we are going to work on 1/3. I want you to get with your math buddy and write 10 fractions that are equivalent to 1/3. Remember to use our Equivalent Fraction Rule, which states that if both the numerator and the denominator are multiplied by the same non-zero number, the result is a fraction that is equivalent to the original fraction.

Ok, before you start with your partner look up here are the board/chart so I can remind you of how to use our Equivalent Fraction Rule. The teacher should have the rule written on chart paper or the board and ¾ written under it.

The teacher should then model using the Rule to identify 3 equivalent fractions: 6/8, 9/12, and 12/16.

Guided Practice (15 min): Today the teacher and students are going to play a game to review equivalent fractions. The name of the game is Musical Equivalent Fractions. The teacher should place several large sheets of butcher paper throughout the classroom. Each piece of paper should have a fraction such as the following in the upper left-hand corner: 2/3, ¾, 5/6, 1/8, 5/10, and 2/5. A box should be put around the fractions so the students know which is the original fractions after the game gets started. There should be a marker or pen next to each sheet, preferably a different color than the color that the original fraction is written in. Play music while students walk around the room. When the music stops the students should quickly and safely move to the nearest piece of butcher paper. Each student should write an equivalent fraction, being careful not to repeat one already recorded on the paper. Repeat the procedure. The activity becomes more difficult after each round of play.

Independent (10 min):  The teacher then tells the students that they are to work on the remainder of the Worksheet by independently. 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 Worksheet Lesson 9   Classwork DN Lesson 9 equivalent   Starter / Do Now 1