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Name: Samantha Maiale

Date: November 7, 2014

Grade: 4
Subject: Mathematics
This lesson introduces equivalent fractions using various visual
models as well as manipulatives. It expresses the notion of
a/b being equivalent to a fraction (n a)/(n b).
This lesson reflects and is a part of the unit of Number &
Operations in Fractions in Grade 4.
Common Core State Standards in: CCSS.MATH.CONTENT.4.NF.A.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.
Students will be able to
- Identify and write equivalent fractions with the
denominators 2, 4, and 8 as well as 3, 6, and 12 using
various visual models and manipulatives.
- Paper cut out models (denominators of 2, 4, and 8 as well
as 3, 6, and 12)
- 2 worksheets
- SmartBoard

Prerequisites include the understanding of a fraction as part of a
whole number. In third grade, students touched upon equivalent
fractions, but this lesson incorporates an increase of various
denominators. This lesson can also be an introduction to finding
common denominators or adding and subtracting fractions with
like denominators.
This lesson will begin with the whole class together. The teacher
will hand out the fraction cutouts for the students to play and
experiment with at their table. They will then, as a class, talk
about the equivalent fractions worksheet and do a few
questions together. They will then try the rest on their own. The
teacher will circulate and assist. They will then try worksheet #2
on their own while using just their fraction cutouts for help, while
the teacher walks around, observes and assists. After some time,
the class will come back together and go over their answers.

The lesson will begin by allowing the students to play and
explore with the fraction cut-outs to see the relationships
between the different fractions. After a few minutes, the teacher
will hand out worksheet number one and they will begin to go
through it as a class.
2.Body of lesson/Key Questions:
On the worksheet number one, the teacher will discuss how
visually and concretely, , 2/4, and 4/8 are the same. The
teacher will have a copy of this shown on the
projector/SmartBoard, so they can write along with the students
and make notes. They will discuss the same idea for 1/3, 2/6, and
4/12. They will explain how this notion could also be expressed
as simplifying fractions. They will express that fractions that
are the same, can be written using smaller numbers, such as
how 4/8 can be simplified to , as represented on our worksheet.
Using these visual models for guidance, they will complete a few
of the questions where they will fill in the missing numerators.
After completing about 3 or 4, depending on how the students
are doing, the teacher will ask if the students are noticing
anything related to multiplication in their work. They will make
notice that, in the example = x/4, if we multiply both the
numerator and the denominator by 2, we will get our new
denominator of 4, and our missing numerator of two. The teacher
will express that, if any fraction is taken and both the numerator
and denominator are multiplied by the same number, an
equivalent fraction will be generated. They will explain how this
will be talked about in more detail when they are learning
common denominators. They will show this pattern for a few
other questions. After doing a few together, the teacher will have
the students do the rest of the sheet on their own, using the
visual aids on the sheet as help. The teacher will walk around
and answer any questions the students have. Once they are
done, they will go over their answers as a class, and talk about
any issues that came up. Next, the students will try their second
worksheet on their own. They will be allowed to use their fraction
cut-outs that they have at their table for assistance. If they have
any questions, they can talk with a neighbor at their table or ask

the teacher who will be circulating.

Key Questions:
- How are equivalent fractions generated?
- How do our visual models and aids help us express
equivalent fractions?
When finished with the worksheet, the class will go over their
answers together and any questions the teacher may have
noticed walking around will be answered as well as any questions
the students have now.

-Exit Ticket attached
The students will be asked to find 2 equivalent fractions for 3
different fractions they are given. They will be permitted to use
their fraction cut outs at their table for help.
- Attached
The extension activity will express that adding or subtracting
fractions is simply joining or separating parts of a whole. The
students will be asked to try to add or subtract three different
fraction equations with the same denominator.