##
* *Reflection: Developing a Conceptual Understanding
Equivalent Fractions with Models - Section 3: Closer

Light bulb! One of the greatest joys as an educator is when you get to see the light bulb turn on in student’s mind. That ah ha moment of self-discovery is priceless. Albeit amazing to witness this small miracle in your students, it is also very powerful for students to have this happen. The more students are able to see the relationships between things for themselves, the deeper their understanding of a concept becomes. Enjoy the moments light bulb moments as a pat on the back for yourself and the student.

*Student self-discovery is powerful.*

*Developing a Conceptual Understanding: Student self-discovery is powerful.*

# Equivalent Fractions with Models

Lesson 7 of 17

## Objective: The students will be able to demonstrate models of equivalent fractions.

*60 minutes*

#### Opener

*15 min*

During this lesson students will investigate equivalent fractions using fraction piece models to identify equivalent fractions. They will use the findings from their investigation to discern an algorithm for determining equivalent fractions.

To begin this lesson students will play a fraction game in groups as they compete against the teacher. Each group or table of students is given a deck of cards with the face cards removed. The students shuffle their cards and then flip four cards into the center of their table. I also have a deck of cards and do the same.

The object of the game is create the biggest fraction possible using two of the cards flipped. The students will score a point if their fraction is bigger than mine. For each flip the students are given about a minute to decide what fraction to create.

After a several rounds I stop play and discuss strategies that students used during the game.

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#### Practice

*30 min*

In order to practice creating and naming equivalent fractions students use their fraction pieces set to create as many equivalent fractions as possible(MP 4). The students use the pieces to create models of equivalent fractions and then record equivalences on their whiteboard.

I allow the students 15 minutes or so to investigate equivalences while I circulate the room and assist struggling students.

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#### Closer

*15 min*

To wrap up this activity I draw attention to one of our ‘I can’ statements of the unit. I can create and identify equivalent fractions.

*Let’s see if we can look for some patterns in our equivalent fractions. Who can give me an example of equivalent fractions?*

I display several pairs of fractions and then ask students to take some time to observe the fractions and see if they can identify any patterns they see between the fractions. The goal is that students are able to identify that the numerator and denominator and multiplied by the same factor(MP 8). Basically, we are looking for the equivalent fraction algorithm.

I ask some probing questions if students are struggling at uncovering the algorithm but I want them to see it without me pointing it out to them.

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##### Similar Lessons

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###### Recalling Prior Knowledge of Adding and Subtracting Fractions

*Favorites(19)*

*Resources(25)*

Environment: Urban

- LESSON 1: Why Fractions
- LESSON 2: Pattern Block Fractions
- LESSON 3: Comparing and Ordering Fractions
- LESSON 4: Class Fractions
- LESSON 5: Ordering Fractions on a Number Line
- LESSON 6: Fractions on Number Line Task
- LESSON 7: Equivalent Fractions with Models
- LESSON 8: Equivalent Fractions with Equations
- LESSON 9: Adding Fractions with Models
- LESSON 10: Adding Fractions with Equations
- LESSON 11: Subtracting Fractions with Models
- LESSON 12: Subtracting Fractions with Equations
- LESSON 13: Adding/Subtracting Fractions Task
- LESSON 14: Adding/Subtracting Fractions Game
- LESSON 15: Mixed Numbers
- LESSON 16: Mixed Numbers Task
- LESSON 17: Adding and Subtracting Fractions Assessment