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9.

6 Investigate-Model Equivalent Fractions


9.7 Equivalent Fractions
Resources: Go Math, Chapter 9, Common Core Edition, Houghton Mifflin Harcourt
Teachers Pay Teachers
Standards:
CC.3.NF.1 Extend understanding of fraction equivalence and ordering. 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. (Grade 4 expectations in this domain are limited to
fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)
CC.3.NF.3 Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers. Understand a fraction a/b with a >
1 as a sum of fractions 1/b. (Grade 4 expectations in this domain are limited to
fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)
CC.3.NF.3a Understand addition and subtraction of fractions as joining and
separating parts referring to the same whole.
CC.3.NF.3d Solve word problems involving addition and subtraction of fractions
referring to the same whole and having like denominators, e.g., by using visual
fraction models and equations to represent the problem.
Objectives:
The student will evaluate fractions to determine whether they are equivalent.
The students will be able to identify fractions for equivalency.
The students will apply previous strategies taught to determine which fractions are
equivalent.
Grade Level: 3rd Grade
Materials:
Projector
Computer
Go Math digital edition
Fraction Strips (one set per student)
Purpose/Overview This is the last lesson in a unit on comparing fractions and the
last in a two-part lesson on equivalent fractions.
Standards:
Anticipatory Set: I will tell the students that they are going to learn about
equivalent fractions. I will tell them that equivalent fractions are useful because you
can use it when dividing money between people, mixing ingredients together

(cooking), splitting a pizza for you and your friends. Then, I will use this YouTube
video to introduce equivalent fractions: http://youtu.be/wL4hICyMLKU
Then I will ask the students what they learned from the video? Then I will ask the
students what is a fraction? A fraction is a number that represents a whole, give me
a few examples (I will draw different fractions)
Then I will ask the students what is an equivalent fraction? The fraction remains the
same but the form of the fraction changes. The fractions are equal to one another
Teaching: First, I will give the students a piece of paper. I will have the students
fold a sheet of paper into 2 equal parts. I will have them identify and label the
halves. Then I will have them shade half. Then I will have them fold the paper in half
two times. I will have them identify and label the fourths. This will show them that
1/2 is the same as 2/4. Last I will have them fold the paper three times. We will
identify and label the eighths. This will show them that 1/2 is the same as 2/4 and
that is the same as 4/8. I will then have students compare different models with
different denominators to show equivalent fractions. I will have the students
compare 3/4 and 6/8 both with fraction strips and a number line. I will continue to
have them compare fractions and talk through the strategies they used. Compare:
2/8 and 1/4 and so on. We will then turn to the bottom of page 374 and talk about
how you can also use a number line to show equivalent fractions.
Guided Practice: After we will do pages 375 and 376 together. While they do
these pages, I walk around check their daily math page. As I do this, I have the
opportunity to assist them with concepts they are struggling to grasp. I am also able
to re-teach concepts one-on-one or whole group when necessary.
Assessment: I will informally assess the students by walking around as they work
on their workbook pages. I will formally assess their comprehension and
understanding by checking their homework pages the next day.
Closure: I will ask the students to tell explain what an equivalent fraction is? The
fraction remains the same but the form of the fraction changes. The fractions are
equal to one another