Shelby Adams, Savannah Moyer, Kelsey Lengel

EDCI 270: Case 4

College Mentors For Kids Lesson Plan

Objectives
Materials

Setting and Audience

Procedure

After this lesson:

when given fraction cards,
students will be able to identify
equivalent fractions within a minute
when given an improper
fraction, students will be able to
express the whole number it
represents in approximately thirty
seconds or less
when given two equivalent
fractions, students will be able to
explain how and why these
fractions are equivalent within
three minutes and do so accurately

Plastic spoons
Fraction cards
Math notebook
Pencil
Computers (E-board)

This lesson will take place in the

computer lab across from the TRC in
Beering at Purdue University so that
computers and the e-board can be used.
It is focused on students, both boys and
girls, in 4th grade. Particularly the
students a part of Purdue College
Mentors for Kids organization.
1. Students will be refreshed
on what fractions are:
a. Numerators
and Denominators
i. N
umerators are the
top. The number of
pieces.
ii. D
enominators are the
bottom pieces. This is

the number of equal

pieces in the whole.
2. Students will begin learning
about equivalent fractions.
a. Equivalent
fractions are different
fractions that name the
same number.
i.
= 5/10
3. Students will learn the
different ways to determine if the
fractions are equivalent.
a. Drawing a
picture (circles or
rectangles)
b. Common
denominators
i. 6
/8 = 9/12
Common
denominator = 24.
So 6/8 18/24
and 9/12 18/24
c. Real world
objects
4. The students will be given a
few more examples. These will be
written on the board and students
will volunteer to come up to the
board to write in the answers.
a. Are these
equivalent?...
i. 4
/16 =
ii.
= 8/24
iii.

= 6/16
b. __ is
equivalent to?...
i. _
_ =
ii. 2
/7 = __

iii.

= __
5. Students will play the IXL
review game on the interactive
whiteboard to review. (link to game
in resource section)
a. Students will
play the game as a
group/class and take turns
coming up to the eboard if
time allows.
b. Also, if time
permits, let students play
the game individually on lab
computers.
6. Students will play the
Spoons Equivalent Fractions
Game to get more practice before
the assessment.
a. Students will
watch the video that
demonstrates how to play
the game.
b. Students will
be given an explanation of
the game.
i. M
odified rules: the
student who does not
get a spoon is
eliminated, not using
the spelling rules.
c. Students will
be separated into groups of
3-6.
d. Students will
receive materials.
e. Students will
play at least 2 rounds of the
game.
Assessment

Students will be given a worksheet to

complete for a quiz grade. The worksheet
contains a total of fifteen problems, ten
yes or no questions and five questions
that require them to create their own

fraction that matches the given fraction.

Resources

Spoons Game via Pinterest

http://games4gains.com/blo
gs/teaching-ideas/41499524equivalent-fractions-game-ofspoons
Video explaining Spoons Game
https://www.youtube.com/watc
h?v=cq01jIe7sEc

IXL Interactive Whiteboard

Equivalent Fractions Game
https://www.ixl.com/math/gr
ade-4/equivalent-fractions
Indiana State Standards

4.NS.3: Express whole numbers as

fractions and recognize fractions that are
equivalent to whole numbers. Name and
write mixed numbers using objects or
pictures. Name and write mixed numbers
as improper fractions using objects or
pictures.
4.NS.4: 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. [In grade 4,
limit denominators of fractions to 2, 3, 4,
5, 6, 8, 10, 25, 100.]

STEM Thinking! Summary

The article from Technology and Engineering Teacher called STEM Thinking sheds
light onto the concept of teaching STEM (science, technology, engineering, and mathematics) as
a STEM Thinker. It describes a STEM Thinker as someone who can show their students how
STEM is involved in most of the products and systems they use in their daily lives (Reeve,
2015, p. 8). And with this becoming such an important topic in American education, educators
need to be willing to accept this style of thinking. The key idea presented in the article is to make
education within STEM relatable to the real world by providing real world application and
examples. Also it stresses that a class related to the STEM field should include multiple STEM
topics. Within the article by Reeves, he references using a glass Coke bottle. Learning should be
inquiry based. Therefore, in regards to the Coke bottle, an educator would begin with a
discussion and then begin to connect the discussion and bottle to STEM. Finally the students
would begin an experiment or assignment related to the Coke bottle (Reeve, 2015, p. 14-15).
For our lesson plan we are explaining equivalent fractions to fourth graders, and a way to
tie in the idea of real world examples, is by using real world images to show equivalence. For
example you could have 5/2 and you want the class to show an equivalent fraction using an item
or food. This can apply real world application. Although the lesson is solely math based, it can
later be tied to science lessons.

Integrating STEM Education for Our Children and Our Communities Summary
The article focuses not only on STEM education, but more specifically on integrative
STEM education. Integrative STEM education refers to engineering design-based learning
approaches that intentionally integrate science and mathematics education with technology and
engineering education (Havice, 2015, p. 15). This approach relies on the integration of subjects
outside of STEM too. Also, it focuses on problem-based and project-based learning as seen in
many schools today. Like many approaches towards STEM education, it uses real-world
problems to help individuals learn alone and in groups. It benefits students by keeping them
engaged in lessons and by improving confidence in science and math (Havice, 2015).
In our lesson plan, we include some real world objects as a way to incorporate real-world
examples into the lesson. By using real-world objects, the students can relate the understanding
of equivalent fractions with things they many see on a regular basis. Also, by using the SPOONS
game, we include group learning with that of individual learning.

Bibliography
Reeve, E. M., (2015, December/January). STEM thinking. Technology and Engineering Teacher,
8-15.
Havice, W. L. (2015, September). Integrating STEM education for our children and our
community. Technology and Engineering Teacher, 15-17.

Lesson Inspiration
The first thing our group decided was that we wanted to focus on math as our subject for
our lesson. We knew that we needed to get the students involved and make it fun and exciting
in order for them to enjoy learning rather than just getting bored. We decided fractions would be
a lesson that would allow us to incorporate many games. As soon as we had this much
information, I began browsing Pinterest since it is my go-to place for everything. I found a game
that was based on the game spoons using equivalent fractions. We decided this would be a
fun activity so we adjusted some of the rules and incorporated it into our lesson. I also thought
this was a great idea because students would have to pay attention the whole lesson in order to
be able to play the game because it is quick pace. Although it is great for students to apply what
they learned in a group, its also important they know how to figure it out when they are sitting
down with a problem in front of them and not focused on winning a game. We incorporated
technology by using the e-board to play a game on IXL and then students would play this game
by themselves.

Video Demonstration
https://www.youtube.com/watch?v=XC9P8J1gHgY

Name:
Equivalent Fraction Quiz
For numbers 1-10, circle Yes if the fractions are equivalent and No if they arent. On
numbers 11-15 fill in the blank with a fraction that is equivalent to the fraction provided.
1) =

Yes or No

2) 3/12 =

Yes or No

3) 3/18 = 1/7

Yes or No

4) = 8/13

Yes or No

5) = 3/15

Yes or No

6) = 9/12

Yes or No

7) 1/16 = 2/4

Yes or No

8) = 4/16

Yes or No

9) 3/7 = 2/8

Yes or No

10) = 16/20
11) is equal to
12) is equal to
13) is equal to
14) is equal to
15) is equal to

Yes or No