Lesson&Plan:&Equivalent&Fractions&

Name:& Beverly&Cortez&	Grade:&4 th & &
Date:& October&21,&2014&	Content&Area:&Math &
Duration:&60&minutes &
Materials&needed:&Lesson&plan,&Elmo,&fraction&circles,&equivalent&fraction&activity&sheet,&paper,& pencil &

Guiding' Questions: ' ' What&are&fractions?&What&are&examples&of&fractions?&What&does&equivalent&mean?&What&does& equivalent&fractions&mean? & When&do&you&use&equivalent&fractions&in&your&life?&
Enduring'understanding:' ' Students&learn&that&equivalent&fractions&are&different&fractions&with & the&same&value. &
What'component/s'will'be'the'lesson'focus?' ' Number&and&Operations &			Strategy'or'skill'emphasis'
			Recognizing&and&creating&equivalent& fractions &
Purpose'of'lesson ' The&purpose&of&this&lesson&is&to&help&students&understand&the&concept&of&equivalent&fractions.& Students&will&be&able&to&create&and&recognize&equivalent&fractions.&&
Language'modalities'to'be'used'in'this'lesson:''
Listening,&Speaking,&Writing&
Critical'Thin king'Skills'	Student'Engagement'Techniques'and' Grouping ' ACEI&3.4 V Active&Engagement&in&Learning &
ACEI&3.3 V Critical&thinking,&problem&solving&and&performance& skills.& &
• Remembering &			• Pairs &
• Understanding &			• Table&or&random&groups &
• Applying &

Cortez& & 2 &

ACEI&3.2&Adaptation&to&diverse&students. &		DIFFERENTIATION'PLAN'
	Identify'type'of'learner'	List'type'of'differentiation'	Instructional'approach'
	(ELL,&SPED,&Accelerated&Learners,& Striving&learners,& 504&students,&reading) &	(learning&environment,&content,& process,&product,&performance&task) &	(Write&the&instructional& approach/accommodations&that&will&be& used&for&these&learners) &
	Striving&Learners&	Process&	• Explain&the&vocabulary& terms& using& more&explicit&& student&friendly&language. &
			• Student&will&be&provided& more&time&to&finish&solving& the&problems. &
			• Students&will&be&provided& with&visual& representations&of&the& problems&for&clarity&or& assistance. &
	ELL &	Process&	• Explain&the&vocabulary& terms&in&a&relatable&or& easier&way. &
			• Student&will&be&provided& more&time&to&finish&solving& the&problems. &
			• Students&will&be&provided& with&visual& representations&of&the& problems&for&clarity&or& assistance. &
	Accelerated&Learners&	Product&	• Stu dents&will&be&asked&to& solve&more&complex& equivalent&fraction& problems. '

Cortez& & 3 &

1. Standards/Benchmarks/GLOs '

ACEI&2.1 V 2.4&Content&Area&Knowledge.& & List&CCSS,&HCPS&III,&HELDS,&GLOs '

Number'and'Operations:'Fractions:'Extend&understanding&of&fraction&equivalence&and&ordering&& 4.NF.1' Explain&why&a&fraction&a/b&is&equivalent&to&a&fraction&(n&x&a)/(n&x&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,&100.) &

• I&can&recognize&and&create&equivalent&fractions&

• I&can&explain&why&they&are&equal. &

&

GLO:'Community'Contributor '

&

&

• I&can&work&with&others&when&completing&a&task.

Cortez& & 4 &

2. Assessment'Task '

(ACEI&4 V Informal&and&formal&assessment.&Candidate&plans&appropriate&formative&and&summati ve&assessments&to&guide&and& assess&student&learning,&including&criteria) &

Students&will&solve&different&problems&involving&equivalent&fractions.&They&will&create&fractions& and&the&corresponding&equivalent&fraction&based&on&their&own&fraction&or&based&on&the&model.& They&will&need&to&identify&different&equivalent&fractions&based&on&a&given&model.&I&will&assess& students’&completed&work&using&WB,&DP,&MP&and&ME&from&the&rubric&on&page&7. &

3.'Activities/Instructional'Strategies'

ACEI&3.1:&Knowledge&of&students& and&community;&integration&of&knowledge&for&instruction;&ACEI&3.3:&Critical&thinking,&problem& solving&and&performance&skills;&ACEI&3.4:&Active&engagement&in&learning;&ACEI&3.5:&Communication&to&foster&learning ) & (

1. Introduction/Building'background'(5'min):'

a. Write&on&the&board:&5&dimes&are&equivalent&to&2&quarters'

'''''''''''''''''3&+&5&is&equivalent&to&5&+3&

&&&& ½&is&equivalent&to&50%&

b. Read&the&sentences&aloud. '

c. Ask&students&to&think&for&a&minute&what&they&think&the&term&“equivalent”&means.'

d. Select&a&few&students& to&share&what&they&think&the&term&“equivalent”&means.'

e. Use&students’&paddler&number&if&necessary.&'

f. Explain&the&term&“equivalent”.&(Equivalent&means&the&same& value. ) '

g. Ask&students&what&are&fractions. '

h. Select&students&to&share&their&answers.&(Fractions&are&numbers & that&can&represent&a& part&of&a&whole) '

i. Explain&today’s&lesson.&(Today,&we&will&be&learning&about&equivalent&fractions.)'

j. Ask&students&to&think&for&a&minute&what&they&think&equivalent&fractions&are.&(Since& you&know&what&the&term&equivalent&means,&what&do& you&think&equivalent&fraction& means?) '

k. Ask&students&to&quickly&share&their&answers&with&the&person&sitting&next&to&them&or& the&person&across&from&them. '

l. Obtain&the&class’&attention&by&initiating&the&attention&getter.&(Teacher&says&class&class& and&students&respond&with&yes&yes) '

m. Select&a&few&students&to&share&to&the&class.'

n. Explain&equivalent&fractions.&(Equivalent&fractions&are&fractions&that&represent&the& same&value.&Equivalent&fractions&name&the&same&amount.)'

o. Share&“I&can”&statements:&' i. I&can&recognize&and&create&equivalent&fractions. & ' ii. I&can&explain&why&they&are&equal. ' iii. I&can&work&with&others&when&completing&a&task. '

p. Provide&a&math&connection&to&real&life.&(Chef&in&a&restaurant&that&needs&to&double&his& recipe&in&order&to&make&enough&of&the&dish.&At&home,&your&parents&have&to&cook& enough&for&the&family&and&your&friends&came&over&they&have&to&increase&the&fraction&

Cortez& & 5 &

of&ingredients&used&to&cook&dinner&or&dessert.)'

2.	Focus/Mini'lesson' (I&do)&(5&min):' '
	a. Place&three&fraction&circles&on&the&board.&(Fourths,&Eights&and&Twelves)'
	b. Explain&that&the&fraction&circles&are&pretend&“pizzas.”'
	c. Select&3&students&to&stand&next&to&the&fraction&circles/pizzas. '
	d. Explain&that&each&student&will&have&one&whole&pizza.&'
	e. Inform&the&student&that&he/she&ate&¼&of&the&pizza.&(You&ate&1&piece&of&the&4&pieces)'
	f. Instruct&the&student&with&the&four&slices&to&grab&¼&of&his&or&her&pizza&to&indicate&how&
	many&he/she&ate. & (So,& &is&holding&¼&of&the&pizza&which&means&she&ate&a&part&of&			a&
	whole.)'
	g. Inform&the&next&student&that&he/she&ate&2/8&of&the&pizza.& (You&ate&2&pieces&of&the&8&
	pieces) '
	h. Instruct&the&student&to&grab&2/8&of&his&or&her&pizza&to&indicate&how&many&he/she&ate. '
	i. Inform&the&last&student&that&he/she&ate&3/12&of&the&pizza.& (You&ate&3&pieces&of&the&12& pieces) '
	j. Instruct&the&student&to&grab&3/12&of&his&or&her&pizza&to&indicate&how&many&he/she&
	ate. & '
	k. Instruct&the&class&to&compare&the&pieces&that&the&3&students&“ate”&from&the&three&
	pizzas. '
	i. Review&definition&of&compare. '
	ii. Use&finger&signs.&(Place&a&1&in&the&air&if&you&think&they&are&the&same,&a&peace& sign&if&you&think&they&are&different.)'
	l. Select&a&few&students&to&share&what&they&observed.&(What&do&you&notice&about&the&
	,& fractional&parts&that&they&ate? & What&do&you&notice&about&the&left&over&pizzas&from& each&of&the&students?&Who&ate&more&of&their&pizza?&Who&ate&less?)' amount&of&pizza’s& ,&and& &ate? & What&do&you&notice&about&the&
	m. Guide&students&to&understand&that& the&“eaten&pieces”&are&equivalent&fractions.&'
	i. Place&the&eaten&pieces&on&top&of&the&other&eaten&pieces&to&visually&show&that& they&are&all&equivalent.&'
	n. Write&the&equivalent&fractions&on&the&board&with&the&help&of&the&students.&(1/4&=&2/8,&
	¼&=&3/12,&2/8&=&3/ 12) '
	o. Remind&students&that&¼,&2/8,&and&3/12&are&all&fraction s ,&which&are&part&of&a&whole.&'
3.	Guided'practice' (We&do) ' (10&min):'

a. Instruct&students&to&obtain&their&math&notebooks&and&pencil.'

b. Provide&a&couple&of&examples&to&perform&with&the&students.&'

c. Perform& temperature&check&throughout&the&guided&practice.& (Thumbs&up&if&you&got&it& right.&Thumbs&down&if&you&got&it&wrong) '

d. Instruct&students&to&find&equivalent&fractions&that&they&see&on&the&given&picture.'

e. Show&the&problem(s)&to&class.& '

f. Explain&to&students&what&the&task&is&(For&nu mber&1&and&2:&first& find&equivalent& fractions.&Second&shade& in&the&corresponding&picture.&Last&is&to&explain&why&the& fractions&are&equal. '

Cortez& & 6 &

g. Ask&students&to & copy&or& draw&problem& number&1.& '

h. Guide&students&in&solving&problem&number&1.&( How&many&fractional&parts&do&we&have&

in&the&first&picture?&What&about&the&second&picture?&From&looking&at&the&pictures ,& what&equivalent&fractions&do&you&see?)'

i. Write&the&fraction&that&students&present&then&shade&the&corresponding& pictures. '

ii. Ask&students&why&they&think&the&fractions&are&equal.&(How&did&you&figure&out& that&these&fractions&are&equivalent?)'

iii. Write&students&reason(s). '

i. Guide&students&in&solving&problem&number&2. (&(How&many&fractional&parts&do&we& have&in&the&first&picture?&What&about&the&second&picture?&This&picture&already&gave&

you&a&fraction	al∂& your&task&is&to&first&shade&in&the&corresponding&picture&for&the&
first&fraction.)

i. Ask&students&what&is&equivalent&to&3/4. '

ii. Write&the&equivalent&fraction&that&students&provide.'

iii. Ask&students&why&they&think&the&fractions&are&equal.&(How&did&you&figure&out& that&these&fractions&are&equivalent?)'

iv. Write&students&reason(s). '

j. Guide&students&in&solving&number&3.& '

i. Ask&students&to&shade&in&2/3&of&the&first&given&picture.'

ii. Ask&students&what&is&equivalent&to&2/3. & (The&equivalent&fraction&must&have&a&

fraction&of&the&9&total&parts&

'

/9)

iii. Write&the&equivalent&fraction&that&students&provide.'

iv. Ask&students&why&they&think&the&fractions&are&equal.'

k. Guide&students&in&solving&number&4. '

i. Select&a&student&to&read&the&word&problem. '

ii. Ask&students&what&we&should&do&first.&(Draw&the& problem:&Create&10&circles.& Label& 4&pies&with&“A”&for&apple.&Label&the&rest&with&“C”&for&cherry.) '

iii. Ask&what&fraction&of&all&the&pies&are&apple&pies.&(How&many&apple&pies&do&we& have?&How& many&total&pies&do&we&have?) '

iv. Ask&what&fraction&of&all&the&pies&are&cherry&pies.&(How&many&cherry&pies&do& we&have?&How&many&total&pies&do&we&have?)'

v. Remind&students&to&write&their&answer&in&complete&sentence&and&provide&an& explanation&to&show&an & equivalent&fraction. '

4. Work'Time :'30'min&

a. Work& time&will&consist&of&a&total&of&30&minutes,&where&20&minutes&will&be&spent&on&

students&working&on&the&activity&sheet&as&a&group&and&the&10&minutes&for&a&group&to&

present&their&completed&work. & 5. Collaborative'Group'work''(You&do&it&together)&(30&min) '

a. Place&students&into&groups.&(About&4V 5&students&in&one&group .&Groups&are&arranged& according&to&the&paddle&numbers&selected&from&the&envelope. ) '

b. Inform&students&that&they&will&have&20&minutes&to&complete&the&activity&sheet.'

c. Provide&students&with&the&activity&sheet&to&complete&with&their&group.'

d. Place&students&in&different&parts&of&the&room&to&work&on&their&activity&sheet.'

Cortez& & 7 &

	e. Remind&students&to&work&with&each&member&of&their&group. '
	f. Remind&students&that&they&can&use&the&fraction&circles. '
	g. Set&timer&for&20&minutes. '
	h. Monitor&students&as&they&work. & (Check&if&they&are&writing&the&correct&equivalent& fractions ,&shading&in&the&correct&fractions,&providing&their&reasoning(s)&why&the& fractions&are&equivalent.)'
	i. Guide&students&who&are&struggling.&(What&part&of&the&whole&did&you&shade&in?&How& many&total&parts&are&there?&What&fraction&does&it&represent? ) '
	j. Perform&temperature&checks&along&the&way&to&determine&students’&progress.&
6. Closure' (5&min) :& &
	a. Gain&students’&attention&when&they&all&completed&their&work.'
	b. Select&a&paddler&number&to&display&work&on&the&Elmo. '
	c. Instruct&the&student&to&discuss&his&or&her&answers&along&with&his&or&her&group&
	members.'
		i.		Instruct&one&student&to&point&to&the&work&while&explaining&the&problems. '
	d. Guide&group&in&presenting&their&work&if&necessary. '
	e. Allow&audience&to&ask&questions&after&group&has&done&explaining. '
	f. Review&I&can&statements:&
		i.		I&can&recognize&and&create&equivalent&fractions.
	ii. I&can & explain&why&they&are&equal. ' iii. I&can&work&with&others&when&completing&a&task. '
	g. Inform&that&they&will&have&homework&that&is&similar&to&the&activity&sheet.'

Cortez& & 8 &

Teacher&Assessment&Tool &

Benchmark &

1

2

3

4

(W ell'below) '

(D eveloping'

(M

eets'

(E xceeds'

proficiency) '

expectation) '

expectation) '

I&can&recognize&and& create&equivalent& fractions . &

V

I&can&

V

I&can&recognize&

V

I&can&recognize&

V

I&can&recognize&

sometimes&

equivalent&

equivalent&

equivalent&fractions.

recognize&

fractions&most&of&

fractions. &

V

I&can&create&

4.&NF.1 & Equivalent& Fractions &

equivalent&

the&time. &

V

I&can&create&

equivalent&fractions&

fractions. &

V

I&can&sometimes&

equivalent&

and&identify&

V

I&can&create&

create&equivalent &

fractions. &

additional&

equivalent&

fractions. &

equivalent&fractions.

fractions&with&

someone’s&

help. &

I&can&explain&why& they& are&equal. &

I&can’t& provide&

I&can&provide&

I&can & provide&an&

I&can& provide&

an& explanation&

some&

explanation& on&

detailed&

on&why&

explanation&on&

why&fractions&

explanations&on&

4.NF.1&Equivalent&Fractions &

fractions&are&

why&fractions&are&

are & equal. &

why&fractions&are&

equal. &

equal. &

equal. &

I&can&work&with&others& when&completing&a&task. &

I&refuse&to&

I&can&sometimes&

I&can&work&with&

I&can&work&with&

work&with&

work&with&others&

others&when&

others&when&

others. &

when&

completing&a&

completing&a&task&

completing&a&

task&without&

and&offer&to&help&

GLO&#2&Community&Contributor &

task. &

arguing. &

others. & &

Padua&ITE&312 /317 &

Cortez& & 9 &

Student&Assessment&Data&Table &

Students’&First&Name &		4.NF.1&Equivalent&	GLO&#2:&Community&	Notes/Comments &
		Fractions &	Contributor &
1.		No&Media&Release& &	Form &
2.		4	4
3.		4	4
4.		4	4
5.		3	4
6.		No&Media&Release& &	Form &
7.		4	2	*need&to&work&on& working&in&a&group &
8.		Absent &	Absent &
9.		No&Media&Release& &	Form &
10.		No&Media&Release& &	Form &
11.		No&Media&Release& &	Form &
12.		3	4	*need & help&explaining& why&the&fractions&are& equivalent &
13.		No&Media&Release& &	Form &
14.		Absent &	Absent &
15.		3	4	*need&help&explaining& why&the&fractions&are& equivalent &
16.		2	4	*need&help&creating& equivalent&fractions& and&explaining&why& the&fractions&are& equivalent &
17.		2	4	*	need&help&creating&
				equivalent&fractions& and&explaining&why& the&fractions&are& equivalent &
18.		4	4
19.		4	4
20.		4	4
21.		4	4
22.		4	4
23.		No&Media&Release& &	Form &
24.		No&Media&Release& &	Form &
25.		No&Media&Release& &	Form &
26.		No&Media&Release& &	Form &

Cortez& & 10 &

&

&

Guided'Practice' Problems X ' These'will'be'hand'written'on'their'math'notebook '

&

&

1.' What&equivalent&fraction&do&you&see? & Shade&in&each&picture&to&match&your&fraction. & Explain&why&the&

fractions&are&equal. &

&

&

&

& &

&

& &

&

&

& &

&

& &

&

&

&

Example&answer:&&&&3/6 & is&equivalent&to&4/8. & &&&&&&&&&&&&&&&&&&&&&&&&&&&& &

&

Explain&why&the&fractions&are&equivalent:&

&

&

&

&

2.Write&equivalent&fractions.&Shade&in&each&picture&to&match. & &

&

3/4 &

&

& &

&

&

&

/8 &

&

&

& &

&

&

&

&

&

&

3/4&&&&&&&&&&& =&&&&& &

/8 &

&

Explain&why&the&fractions& are&equivalent:

&

&

&

&

&

&

&

&

Padua&ITE&312 /317

&

Cortez& & 11 &

&

&

&

3.&Write&equivalent&fractions.&Shade&in&each&picture&to&match. &

&

&

&

&

&

&

&

&

&&&&&&&&&&& 2/3&&&&&&&&&&&&&&&=& &

&

/9

&

&

&

'

'

Explain&why&the&fractions&are&equivalent:& &

'

'

'

'

4.' Solve&the&problem&and&write&an&equivalent&fraction&that&matches&your&answer. & Explain&why&the& fractions&are&equivalent. & Draw&to&help&you&solve.

There&are&10&pies.&4&of&the&pies&are&apple.&The&rest&are&cherry.&What&fraction&of&the&pies&are&c herry? &

'

'

'

Padua&ITE&312 /317 &

Cortez& & 12 &

'

'

'

'

'

'

'

'

'

'

'

'

'

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'

'

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Group ' Work'Problems '

'

1.'What'equivalent'fractions'do'you'see? '

'

'

'

'

'

'

'

'

'

'

Equivalent&Fractions: &

'

'

'

'

Explain&why&the&fractions&are&equal: &

'

'

'

'

Padua&ITE&312 /317 &

Cortez& & 13 &

2.	Shade'some'of'the'parts'for'the'model'on'the' left.'What'fraction'did'you'create?'Write'an '

equivalen t'fraction'using'the'other'model'with'the'additional'lines.'

'

&

&

& &

& &

&

&

&

&

& &

& &

&

&

&

Equivalent&fraction: &

&

&

&

&

Explain&why&the&fractions&are&equal: &

&

&

&

&

&

&

3.&& Write'the' equivalent'fraction s ' to'match'the'picture. &

&

&

shaded &

shaded &

&

&

shaded &

&

&

shaded &

shaded &

&

&

&

&

&

shaded &

&

&

shaded &

&

&

shaded &

&

&

&

&

Explain&why&the & fractions& are& equivalent: &

&

Padua&ITE&312 /317 &

Cortez& & 14 &

4.	& Solve&the&problem&and&write&an&equivalent&fraction&that&matches&your&answer.& Explain&why&the&

fractions&are&equivalent.& Draw&to&help&you&solve. &

&

There&are&8&books&on&the&shelf.&2&of&the&books&are&fiction.&The&rest&are&nonfiction.&What&fraction&of&the&

books&are&fiction? &

&

&

&

&

&

&

&

&

&

&

&

&

&

&

&

&

Padua&ITE&312 /317 &