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# Equivalent Fractions Name: Kacey Mohon Time Allotted: 45 minutes rd Grade Level: 3 Subject: Math Materials Required: Fraction

n Circles for each student and a teacher set for the board Equivalent Fractions Worksheet (enough for each student) Michigan Content Expectations Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. *Students learnt how to recognize simple equivalent fractions in a previous lesson Objectives: Teacher Friendly Objective: The student will use fraction circles to explain why two fractions are equivalent and mastery will be shown by a student receiving 2 out of 3 on the Equivalent Fractions Worksheet Rubric. Student Friendly Objective: The student will use fraction circles to explain why two fractions are equivalent. Assessment: Informal Formative: During modeling I will ask students if they remember any equivalent fractions that we talked about in prior lessons. This will help me to see how many students remembered the information previously taught. I will be able to reteach or guide the students to remembering this information if need be. Informal Formative: After modeling how to use fraction circles, I will have the students work in pairs to practice using fraction circles during guided practice. During this time I will be walking around the room to check for understanding. If students are having a hard time I will show more examples to the whole class while having the students work with me to figure out the correct answers. Formal Summative: Once the students have shown understanding on how to use fraction circles during guided practice I will pass out the Equivalent Fractions Worksheet. The students are then to work independently on the worksheet to show me what they now. First the students will use their fraction circles to make a visual representation and then the students are to fill in the circles on the worksheet. In order to show mastery students need to correctly answer 2 out of the 3 questions. Requirements 4 3 2 1 I Student was Not The student The student The student The student able to explain applicable correctly correctly correctly did not if two for this answered answered 2 answered 1 complete the fractions are lesson. 3 out of 3 out of 3 out of 3 worksheet or equivalent by questions. questions. questions. did not using fraction answer any circles. correct.

Instructional Procedure: 1. Anticipatory Set: Tell the students that for todays math lesson we are going to continue learning about equivalent fractions, but today we are going to learn how to use fraction circles to visually represent fractions. Have a student read the posted student friendly objective that is written on the board. Remind the students that you have full faith in their ability to learn fractions and that you know they will do awesome. Make sure to remind students about our class procedure on how to properly use manipulatives of any sort. Talk to the students about how they colored the fraction circles before based on the color that was labeled below each circle. Tell them that they will be using those circles for todays lesson and that each fraction has its own color to help them to better understand how fractions are divided up using circles. 2. Instructional Input/Direct Instruction: The teacher will ask students a question to see if students can explain what equivalent fractions are and if they can give examples from the previous lesson, explain what fraction circles are, model how to use fraction circles, and walk around the room to check for student understanding. 3. Modeling: Ask if anyone can remember what an equivalent fraction is. Then have students give examples of equivalent fractions. Then explain that fraction circles are visual representations of a fraction. The circles are dived into equal parts based off of the fraction that it is representing. Have students take out the two pieces to the yellow fraction circle and ask students if they can guess what fraction this circle represents (2/2). While the students are doing this post the teacher version of the circles on the board so students can see what I mean. Then have students take out their four blue pieces and make a circle out of them. Ask students if they can guess what fraction this circle represents (4/4). Post the teacher version of this on the board as well. Then tell the students that you are going to compare the following two fractions 1/2 and 2/4. To model 1/2 take one yellow piece off the board and to model 2/4 take two blue pieces off of the board. Make sure to write 1/2 below the yellow piece and 2/4 below the blue pieces. Explain to the students why each of these models represents the fraction. Then talk to the students about how each fraction is equal because the reminder of each circle is the same size. Do this again for the following two equivalent fraction pairs: 2/3 and 4/6, 1/3 and 2/6, but use the proper fraction circles. Have students explain the reasoning as to way the fraction circles show that the fractions are equal. Then do 1/3 and 1/2 on the board. Ask students if these to fractions are equivalent. Why or why not? 4. Guided Practice:

Leave the examples on the board and tell students that they are to work with their assigned partner to do the following fraction pairs to determine if they are equivalent or not. Tell them to be ready to explain why or why not by using their fraction circles. 1/2 and 3/6 1/1 and 3/3 2/4 and 2/3 2/3 and 4/6 Walk around the room and check for student understanding. Have four student pairs take turns going up to the board to represent each fraction using the teacher fraction circles and explain why or why not the two fractions are equivalent.

5. Independent Practice: Pass out the Equivalent Fractions Worksheet. Explain to the students that they are to work independently on the work sheet to show me what they know. Go over the instructions with the student that are on the worksheet. Create the fractions on the work sheet using your own fraction circles. Draw the fractions in the circles just like it looks on the fraction circles that you put together on your table using your manipulatives. Do not worry about getting it perfectly correct. Compare the two fraction circles to determine if the fractions are equivalent and then write yes if they are and no if they are not. Then explain why. Tell them that in order to show me that they know how to use fraction circles well they need to get 2 out of the 3 problems correctly. 6. Differentiated Consideration If students finish early allow for them to try to see how many equivalent fractions they can make out of their fraction circles at their desk. If students do not finish allow for them to complete their work sheet at a center during centers. Visual-Spatial Intelligence: These students are reached by being able to draw by copying their fraction circles onto paper. Bodily-kinesthetic- These students are reached by being able to manipulate their fraction circles in order to represent different fractions. Interpersonal Intelligence- these students are reached by being able to work in pairs during guided practice. Intrapersonal Intelligence- these students are reached by being able to complete the worksheet on their own. Logical Mathematical Intelligence- These students are reached by being able to see how fractions are or are not equivalent by using the fraction circles. . 7. Closure: Have a student reread the objective on the board. Have another student determine if the objective was meant and tell how it was meant.

Tell the students that you are proud of how hard they worked and that you are here if they ever have any questions.

8. References: Cramer , K., Behr, M., Post, T., & Lesh, R. (1997).Rational number project: Fraction lessons for the middle grades - level 1. Dubuque, IA: Kendall/Hunt Publishing Company.

## Equivalent Fractions Worksheet

Use your fraction circles to represent the following fraction pairs. Then draw the visual in the circles provided. Make sure to color in the parts of the circle to represent the fraction. Then circle if the fractions are equivalent or not. After explain why or why not. 1) 2/3 4/6 Are they equivalent? Yes or No Why or why not?

2)

1/3

1/2

3)

1/2

2/4