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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

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