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3. Take a minute to review and talk about how we have shown that
taking out 1 of the M&Ms represents because it is 1 from the 4 of
them.
4. Tell them that they can eat that 1 M&M.
5. Then ask the students if they can do the same to show 2/3 with the
candy that is left.
6. Talk about the fraction they are showing.
7. Tell them they can eat 1 more M&M.
8. Finally ask them to show .
9. Discuss the fraction and give everyone 2 more M&Ms.
10. Ask them if they think 2/4 is the same as .
11. Tell them that is what we are going to be learning about today.
Instructional Inputs:
Explain to the students that it is expected that they stay seated and be
participating during the lesson
Inform them that if they eat any of the food items before I give them
directions to that they will not be able to complete the activity
properly, so they will just have to watch and draw it out instead
o Which is not fun!
Talk about what the word equal means, or what it means for something
to be the same size as something else.
Ask students if they have talked about equal numbers before? Ask for
examples?
Modeling:
Ask the students to look at the 4 M&Ms in front of them and try to think of
why is the same size as 2/4?
Show them that we can have fractions with different numbers and they
can still be the same size.
o Do this by scooting 2 M&Ms away from the the whole of 4 M&Ms.
o Take another 2 M&Ms and scoot 1 away from them.
o Explain that each time I am showing exactly half of the whole that
we have even though it is and 2/4.
Tell the students that when they have fractions of the same size they are
called equivalent fractions.
Explain that now we are going to discuss another key concept from
fractions it is representing them on a number line.
o Ask if any of the students know what a number line is?
o Give definition of a number line and draw one with numbers going
from 0 to 10.
Guided Practice:
Give each of the students a piece of paper and have them draw a number
line going from 0 to 1.
o Ask them to divide the number line into 3 parts similar to the way
that I showed them to do it in 4 parts.
o Have the students write what each part represents (1/3, 1/3, 1/3)
o Explain that when we go in order of each of the parts we can count
each of the thirds that we have (1/3, 2/3, 3/3).
o Ask why it is that 3/3 falls on the same place as the 1 on the
number line.
o If they do not already understand, explain that 3/3 shows the whole
number because we have counted all of the thirds so it equals 1.
Draw a number line with 0 to 1 and divide it into 5 parts.
o Ask Andrew if he can explain which numbers I would put into my
number line?
o Ask Ava what it means when I go in order for all of my fifths and
get all the way up to 5/5?
Tell the students that we are going to go over the things that we
learned today.
o Talk about what I did with the M&Ms and how I was able to
show 2 different fractions but see how they are the same
size.
o Talk about how a number line show the order of the
numbers and how we used 0 to 1 because 1 is a whole
number.
Discuss how 3/3 or 4/4 can equal 1 by reminding
them how those parts were at the end point where 1
was on the number line.
Independent practice/application:
Play Fraction Pictionary
o Have each student taking a turn drawing a fraction of their
choice in a shape on the board (or their paper if they do
not have access to the board)
o Have the other two classmates try to guess what the
fraction is within 10 seconds
o Have each student take a turn drawing a fraction of their
choice on a number line and having their classmates guess
it within 10 seconds.
o Have everyone sit down and call out different variations of
(2/4, 3/6, 4/8, 5/10) and have them draw each of them
with shapes on their paper to see who can do it the fastest.
Reflection:
Your specific insights into teaching as a result of your teaching
experience with this specific lesson plan. Include at least two things
that went well, supported by examples and/or reasoning and two
suggestions for improvement, supported by examples and/or
reasoning. Will complete after lesson