Lesson Plan Form - LBS 400

Candidate:

Subject:

Grade

Date:

level(s):Grade 5
Maritza Valdez
Mathematics
11/19/2015
Standard:
5. NF.A. Use equivalent fractions as a strategy to add and subtract fractions.

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

Students are learning to create equivalent fractions with common denominators by multiplying the numerator
and the denominator by the same non-zero whole number.
II. LEARNING OUTCOME (Objective):
Given different square and fraction examples, students will construct equivalent fractions by multiplying the
numerator and denominator by the same non-zero whole number.
DOK/Cognitive Rigor Level:
DOK Level 1/ Recall and Reproduction
Language Demands
Students will know the definitions of the academic vocabulary word such as unlikely denominators, common
denominators, mixed numbers and equivalent fractions.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
Before this lesson students will learn to estimate fraction sums and differences by using mental rounding strategy of
comparing a numerator to a denominator. After this lesson students will learn to add and subtract fractions with unlike
denominators by using manipulative and visual models to find common denominators.

IV. INSTRUCTION
A. ENGAGEMENT :
Anticipatory Set: activate student prior knowledge
Student friendly objective: By the end of our lesson you should comprehend equivalent fractions
by multiplying the numerator and denominator by the same non-zero whole number.
Purpose: Students will be able to independently use their learning to construct viable arguments and
critique the reasoning of others.
B. INSTRUCTIONAL SEQUENCE :
Step #1: Have students take out their Math notebook. Give students key terms with definitions. Before I
get started these are some key words I would like you to write down.
A. T input: Key terms with definitions.
a. Fraction: is a number that can represent a part of a whole.
b. Numerator: the top number: says how many parts we have.
c. Denominator: The bottom number: says how many parts the whole is divided into.
d. Equivalent fractions: means the value remains the same, but the form of the fraction changes.
(Equivalent fractions are equal to one another)(Equivalent means equal amount or equal value of
something)
e. The rule to remember is "Change the bottom using multiply or divide,

And the same to the top must be applied"

f. Why are they the same? Because when you multiply or divide both the top and bottom by the same
number, the fraction keeps its value.
a. T model: Show video on YouTube. (https://www.youtube.com/watch?v=wL4hICyMLKU).
b. Student response: Who can tell me what a fraction is? Do you agree?
What a numerator is? Do you agree? What is a denominator? Do you agree?
What is an Equivalent fraction? Do you agree?
Step #2: Use the overhead and draw 3 squares.
(Showing Equivalent fractions)
a. T input: Ask students Are the 3 squares the same? Do you agree? How can we form a different
amount but the same value?
a. T model: Leave the first square. Second one divided into 2/4 and the third into 4/8. 1/2=2/4=4/8.
Then show students how one digit is multiplied in the numerator and the denominator. Ask What
number can we multiply to the numerator to equal 2 but the same number has to be multiplied to the
denominator to equal 4? What number can we multiply to the numerator to equal 4 but the same number
has to be multiplied to the denominator to equal 8?
b. Student response: Do you agree that 1/2=2/4=4/8? (And would you agree that 4/8=8/16?
Step #3: Now can you try to create an equivalent fraction to 4/8.
a. T input: Make sure to use rectangle examples and also provide the factor is used to multiply the
numerator and denominator.
a. T model: Ill leave the model on the board of =2/4=4/8
b. Student response: What fraction is equivalent to 4/8?(8/16) Do you agree 4/8 =8/16? Why?
You agree with =2/4=4/8=8/16?
Step #4: I will pass out a fraction worksheet. We will complete the example together and the rest on your
own.
a. T input: It said Maria has shaded of this T shape. Now when you look at the picture it shows 2
shaded squares and how many squares in total? Which one is the numerator? And the denominator?
=2/8. Can you tell me what factor is used to multiply the denominator and the numerator? (2) Do you
agree =2/8?
a. T model: Show =2/8.
b. Student response: DO you agree with =2/8? Do you agree that you can complete the rest on
your own?
C. APPLICATION ACTIVITY: Ill be guiding the students by completing the first problems of every
different step. I will also leave a model on sight for students to refer to. At the end of the worksheet I will
go over all the questions.
D. MATERIALS & RESOURCES:.
1. BOARD (MARKERS) (PENS)
2. MATH NOTEBOOK
3. WORKSHEET
4. YOUTUBE (OVERHEAD)(INTERNET)(COMPUTER)
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative: Ask students if they agree or disagree. Students will be able to respond few questions. Students
will be able to complete some problems without teacher assistance.

Summative: Who can tell me what an equivalent fraction is? Do you agree? Who can tell me the rule for
equivalent fraction? Do you agree? Also there is two ways to create an equivalent fraction; today you
learned how to create an equivalent fraction by multiplying a factor. The other way is dividing the factor; I
hope you look forward for that lesson.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice): I will leave the model on the board if needed. I will enlarge the model if needed. I
will also provide different models of fraction forms.