# Review: Equivalent Fractions

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## Objective

SWBAT use a visual model to find equivalent fractions.

#### Big Idea

Students will find equivalent fractions by drawing models and then check themselves using multiplication or division.

## Whole Class Review

10 minutes

In review lessons, I like to use various strategies to revisit the skill.  Because it is a review skill, there is not a lot of conversation between the students.  The purpose of the review before the state test is to prepare the students to work independently in order to be successful on the end of year assessment.

In today's lesson, the students practice finding equivalent fractions by using division and visual models. This aligns with 4.NF.A1 because the students use 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.

To begin the lesson, I call the students to the carpet.  (I like for my students to be close so that I can make sure that all of them are being attentive.)  To review this skill, I show the students a video at the following site:

http://studyjams.scholastic.com/studyjams/jams/math/fractions/equiv-fractions.htm

After the video, I display the Equivalent Fractions Review.pptx powerpoint on the Smart board.  I remind students that we can compare fractions by drawing models.  In the sample problem in the power point, we are comparing the fractions 1/3 and 2/6.  I remind the students that the denominator (bottom number) tells us how many pieces to divide the whole into.  The numerator (top number) identifies the number of pieces that we are referring to.  For example, in the fraction 1/3, the whole has been cut into 3 pieces and 1 piece has been shaded.  In the fraction 2/6, the whole has been cut into 6 pieces and 2 pieces are shaded.

I remind the students that when we compare fractions, the "whole" must be congruent.  It must be the same size and the same shape.  In this particular problem, we have two rectangles that are the same.  From the model, the students can see that 1/3 and 2/6 are equivalent fractions because the same amount has been shaded in each fraction.

## Independent Practice

15 minutes

The students will practice the skill independently because they will have to work alone for the state test.  For our state, we take a multiple choice end of the year test.  Because of this state required test, the review has a multiple choice component to give the students practice. Each student is given a Review Equivalent Fractions.docx.  They must find the equivalent fractions by drawing models to compare the fractions.  It is very important that the students show their work so that I can know they understand the skill.   In the Video - Review Equivalent Fractions.mp4 of student work, you can see how the student solved the problems.

As the students work on the problems, I walk around to monitor their level of understanding.  If the students are having a difficult time, I will ask guiding questions to help lead the students to the answer.

Possible Questions:

1.  What is the denominator?

2.  How many pieces should you divide the whole into?

3.  How many pieces will you shade?

4.  Which fractions are equivalent?

5.  What division problem is evident in the model?

Any students having difficulty with the task will be grouped for intervention.

## Share/Discuss/Analyze Solution

15 minutes

Upon completing the independent practice, I call the students back together as a whole.  I feel that it is very important to close out the lesson by sharing answers.  By doing this, it allows the extra opportunity to reach any students that still do not understand the concept.

I call on students to share their answers.  All students are not auditory learners; therefore, it is very important for the students to see the examples of work (Student Work - Equivalent Fractions).  I use my document camera to display the student work on the Smart board.

Students are allowed to ask questions during this closing of the lesson.  The most important aspect for me is that I have identified any students that need 1-on-1 or small group remediation.