You are on page 1of 7

Wake County Public School System, 2012

Mathematics Alignment Lesson


Grade 4 Quarter 3 Day 106
Common Core State Standard(s)
4.NF.1 Explain why a fraction a/b is
equivalent to a fraction (n a)/(n b) by
using 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. Use this
principle to recognize and generate
equivalent fractions.





Vocabulary
Unit Fraction- a fraction with the numerator as a
one.
Equivalent- equal in value.
Materials Needed:

Transparency/Blackline Masters
Eggsactly Eggs, Fractions of a Set,
Equivalent Fractions
Journal Prompt, 8 Eggs Homework
Construction Paper
Notebook Paper/Chart Paper/Math Journals
Alignment Lesson
Exploring Fractions with Models

Activity 1- Eggsactly Eggs:
1. Use Transparency/Blackline Master, Eggsactly Eggs to
review fractions as part of a set of 12. For example, ask
students how to show 1/2 of a dozen eggs. Teacher Note:
Accept equivalent fractions [6/12, 3/6, etc.] and all the
arrangements of six eggs in a carton that holds a dozen
eggs.
2. Give students paper cutouts that cover various parts of the egg
carton, e.g., 1/12, 1/6, 1/4, and 1/3 (see the illustration below).
Students need enough cutouts of each fraction to represent the
whole. For example, students will need two 1/2s, six 1/6s,
four 1/4s, and so forth. Teacher Note: Have construction
paper cutouts ready to go for each group.

3. Have students investigate each cutout and identify the fraction
that is represented by each. Guide students to label each cutout
with the appropriate reduced fraction. For example: 2/12 =1/6
Use Math Talk in small groups to support this activity.
a. Do you agree or disagree with _____s answer?
b. Can you repeat what _____ said in your own words?
c. Did anyone get the same/different answer but has
another way to explain it?
4. Prompt students to begin looking for fractions that cover the
same area, i.e., equivalent fractions. For example, ask students
how many 1/12 pieces are needed to cover 1/6 [2]. Have
students record 1/6 = 2/12 on notebook paper. Ask students
how many 1/6 pieces are needed to cover 1/3 [2]. Have
students record 1/3 = 2/6 on notebook paper.
5. Have students work in pairs to continue identifying as many
equivalent fractions as possible. Groups should record all
equivalent fractions on notebook paper. When finished, have
groups take turns reporting the equivalent fractions to the
whole class. If any groups did not find the equivalent fraction
being shared, they should add the new set to their list. Teacher
Note: Ensure that all of the following are identified:
1/6 = 2/12 1/4 = 3/12
1/3 = 2/6 1/3 = 4/12
1/2 = 2/4 1/2 = 3/6
1/2 = 6/12

Homework
Blackline Master 8 Eggs Homework
Assessment
Blackline Masters, Fractions of a Set,
Equivalent Fractions Journal Prompt
Standards for Mathematical Practice

Standard 2- Reason abstractly and quantitatively.
Standard 3- Construct viable arguments and
critique the reasoning of others.
Standard 4- Model with mathematics.
Standard 7- Look for and make use of Structure




Teacher Guide Grade 4 Day 106 Standard(s) 4.NF.1
Wake County Public School System, 2012
















Alignment Lesson
Exploring Fractions with Models Continued

6. Have students explore relationships between the equivalent fractions. For example, students might
notice that dividing the numerator and denominator by the same number results in an equivalent
fraction. Along the same lines, multiplying the numerator and denominator by the same number also
results in an equivalent fraction.
Teacher Note: It is important to note one common misconception at this stage. Students
assume that multiplying a fraction by 2, for example, will generate an equivalent fraction.
That is not the case. Multiplying a fraction by 2/2, for example, will generate an equivalent
fraction, because 2/2 is the same as one whole. Be sure to note any students who confuse
these concepts so you can address their misconceptions.

Activity 2- Fractions of a Set Review:

1. Distribute Transparency/Blackline Master, Fractions of a Set. Allow students time to answer the
questions on their own and then discuss with partners or small groups. . Have a Student Leader review
fractions of a set with the class using the Transparency, Fractions of a Set. Use the following
questions to encourage Math Talk:
- Do you agree/disagree?
- Do you have another way to explain the answer?
- How did you figure it out?
- Can you prove your thinking?

Activity 3- Journal Prompt
1. Once the classroom discussion has concluded, have students work independently to complete
Blackline Master, Equivalent Fractions Journal Prompt. As time allows, have students share with
partners or with the class.
Have students complete Blackline Master, 8 Eggs Homework for homework.

8 Eggs Homework Answer Key

1. = 4 eighths
2. = 2 eighths
3. = 6 eighths
4. = 2 fourths
5. 4/8 = 2 fourths
6. 4/4 = 8 eighths or 1 whole











Transparency/Blackline Master Grade 4 Day 106 Standards(s) 4.NF.1
Wake County Public School System, 2012
Name: ________________________
Date: ________________________
Eggsactly Eggs
Fraction:















Transparency/Blackline Master Grade 4 Day 106 Standards(s) 4.NF.1
Wake County Public School System, 2012

Fractions of a Set





1. In the above carton of eggs, how many eggs make up
the carton? _____________


Prove your answer with a picture.



2. How many eggs make up 1/3? __________


Prove your answer with a picture.




3. How many eggs make up 2/3? ____________


Prove your answer with a picture.








Answer Key Grade 4 Day 106 Standards(s) 4.NF.1
Wake County Public School System, 2012
Fractions of a Set Answer Key





1. In the above carton of eggs, how many eggs make up
the carton? _____3________


Prove your answer with a picture.



2. How many eggs make up 1/3? _____2_____


Prove your answer with a picture.




3. How many eggs make up 2/3? _____4_______


Prove your answer with a picture.


















Blackline Master Grade 4 Day 106 Standard(s) 4.NF.1
Wake County Public School System, 2012

Name: ________________________
Date: ________________________

Equivalent Fractions Journal Prompt:
What relationships do you see with the equivalent fractions in this lesson?
Do you notice any patterns?


















Blackline Master Grade 4 Day 106 Standard(s) 4.NF.1
Wake County Public School System, 2012

Name___________________
Date____________________

8 Eggs Homework





Use the above picture to answer the following questions.

1. = ____ eighths


2. = _____ eighths


3. = _____ eighths


4. = _____ fourths


5. 4/8 = _____ fourths

6. 4/4 = _____ eighths