Quiz 1: Creating and Comparing Equivalent Fractions
Lesson 5 of 12
Objective: SWBAT create equivalent fractions and compare fractions using a fractional model.
Warm Up: Candy Factory
To warm up for this quiz, I wanted them to settle in and get their minds wrapped around equivalency . I had them log onto the ap Candy Factory. This ap is great for them to work on by creating fractions of candy bars for order in a factory. Students have to divide and figure out what equivalent amount they need to fill the order. Students worked for about 10 minutes. I stopped them to talk a minute about what the quiz would be about. We talked about how we had learned to draw models to prove our understanding. I told them that this quiz would give them the opportunity to show their understanding of equivalency through drawing.
Administering the Quiz
The standard says they need be able to show fractional models to represent fractions. This quiz is designed to get kids to show their understanding by drawing bar models and number lines. There is a writing component so they explain their thinking and not just show the drawings. On the second page, >< or = is used but students need to draw the reason for their choice.
To prepare their minds, I took a minute to focus their thinking on equivalence and jog their memory of how to draw the models. My students grasp the number line model much better than drawing the bars, so I felt the need to review before this quiz. I drew a couple of fractional models on the board and told my students I was going to do a quick review to prove that 4/6 and 8/12 were equivalent. I talked aloud as I drew the divisions for 4/6. I talked aloud about having to divide the 6th in half to create 12th's on the model just below it. When I finished, I asked if they're was any questions. I asked for "thumbs up" to see if they all understood equivalency. I drew 1/3 and 3/4 on the board and created a fractional models in front of them talking about the same size whole, the importance of drawing fractions in equal portions, and that they need to explain it by describing what their model proves.
When we were done, I administered the quiz to them. I roved and checked students about ten minute into it and saw that several were having difficulty.