The students will be able to create and identify equivalent fractions using equations.

Youâre not getting more candy then me!

15 minutes

This lesson focuses on using equations to determine equivalent fractions. Students will have a number talk about equivalent fractions as a large group. They will then view an online interactive about equivalent fractions and practice the concept with a partner. The lesson wraps up with an instructional task to check for understanding.

To begin today’s lesson students have a number talk. I display 15/45 = 3/9 on the board and ask students to think quietly for a couple minutes. I then ask them to share with their partner what their thoughts were on the display and then bring everyone into a large group discussion(MP 3). Although these fractions have larger denominators than the ones students have been using in previous lessons, students should be able to apply their new knowledge of the equivalent fractions algorithm.

30 minutes

To practice the equivalent fractions algorithm I have students start out by viewing a Scholastic Study Jam on equivalent fractions. This Study Jam can be done as a whole group or the students can work on it individually if a computer lab is an option.

Once students have viewed the Study Jam I have them work with a partner to complete the double-sided worksheet of Finding Equivalent Fractions. In this worksheet students need to find the numerator or denominator of pair of equivalent fractions.

After allowing the students time to work, I call upon students to share their thinking on how they solved some of the problems in the worksheet. I have students demonstrate their reasoning use a model of the fractions(MP 4).

15 minutes

To end this lesson I have students complete an instructional task called A Trip to the Candy Store that I pulled from the New York State curriculum. The task focuses on students understanding of equivalent fractions and is a good measure of their depth of knowledge in fractional models and reasoning as well.

After allowing the students about five to ten minutes to work, I collect the papers and then go over the solutions to the task. The purpose for going over the solution is two-fold. One, I want students to know the solution. Two, I want students to be comfortable using an area model for modeling fractions.