Student: Julia Garvey Professor: DiGiorgio

Course: EDU 527 Date: April 16th, 2018

Grade: 6 Topic: Equivalent Fractions Content Area: Math

Instructional Objective(s):
After a lesson on how to determine if fractions are equivalent, students will be able to identify
equivalent fractions through the use of multiplication and division.

STANDARDS AND INDICATORS:

Mathematics Standards (CCS): Operations and Algebraic Thinking (6.OA.B.3):

Analyze patterns and relationships.

3. Generate two numerical patterns using two given rules. Identify apparent relationships
between corresponding terms.

Indicator: This will be evident when students are able to use either multiplication or division to
determine whether two fractions are equivalent.

Mathematics Standards (CCS): Numbers & Operations- Fractions (6.NF.B.5):

5. Interpret multiplication as scaling (resizing) by:

a. Comparing the size of a product to the size of one factor on the basis of the size of the
other faction, without performing the indicated multiplication.

Indicator: This will be evident when the student is able to interpret visuals of equivalent
fractions and compare the amount of shaded objects from one set to another.

Mathematics Standards (CCS): Numbers & Operations-Fractions (6.NF.B.4):

4. Apply and extend previous understanding of multiplication to multiply a fraction or whole

number by a fraction.

Indicator: This will be evident when students are able to multiply fractions by a whole number,
written in fraction form. For example, multiplying 2/3 by whole number “1” written as 8/8.
 MOTIVATION:
The teacher will introduce the lesson by having students observe pictures of three types of food
that are on SmartBoard. The pictures will include a donut cut in half, a pie cut into fourths with
whipped cream on half of the pieces, and a pizza cut into eights with toppings on half of the pie.
The teacher will ask students to observe the pictures and to write down all of the reasons they
think those pictures are the same. The teacher will then write “equivalent” on the board and will
ask students to look for a word in the world equivalent that might help to determine its meaning.
Once students see the similarities to “equal”, the teacher will explain that equivalent fractions are
fractions that are equal to one another.

MATERIALS:
• Whiteboard
• SmartBoard
• Pencils
• Teacher-constructed worksheet

STRATEGIES:
• Direct instruction
• Teacher demonstration
• Turn and talk
• Creative thinking

ADAPTATIONS:
• For the student who is visually impaired, the teacher will provide handheld manipulatives for
the student to use on his/her desk. The student will be able to touch and move the model around
in order to gain an understanding of what is taking place on the whiteboard during direct
instruction. This student will be provided with fraction tiles as well to assist in the completion
of the worksheet that will be completed during our class session.

DIFFERENTIATION OF INSTRUCTION:
Tier I: Students will be presented with a teacher constructed worksheet where they will be asked
to use multiplication and division to determine if fractions are equivalent. Students will be
provided with multiplication tables to assist in computing numbers correctly.

Tier II: Students will be presented with a teacher constructed worksheet where they will be asked
to use multiplication and division to determine if fractions are equivalent.

Tier III: Students will be presented with a teacher constructed worksheet where they will be
asked to use multiplication and division to determine if fractions are equivalent. Upon
completion of the worksheet, students will be asked to illustrate an example of three equivalent
fractions and to show either multiplication or division to prove their equivalence.
 DEVELOPMENTAL PROCEDURES:
Students will enter the classroom and will be given verbal instructions to observe the three food
images posted on the board.
Students will write down any similarities that they see between the doughnut, the pie and the
pizza. Are there any similarities between the foods posted on the board?
Students will be asked to turn and talk to the person next to them to generate conversation about
their findings.
Students will share their findings with the class on the similarities that have been found.
Students attention will be redirected to the teacher and they will watch him/her write the word
“equivalence” on the board. Who can tell me the meaning of the word equivalence? Is there
another word in this word that can help you determine its meaning?
Students will observe the word and write down their thoughts.
Students will share their ideas and support them with reasoning. What word in “equivalence”
made you think that the word meant the same?
Students will be exposed to equivalent fractions and will gain an understanding of how to use
multiplication and division to find equivalent fractions during ten minutes of direct instruction.
How can we use multiplication to find an equivalent fraction? How will using division determine
if two fractions are equivalent? Can we use addition or subtraction to determine equivalence?”
Students will be provided with a teacher-constructed worksheet and will determine whether
fractions are equivalent.
Students will review answers to the worksheet with the teacher.
Students will participate in an interactive game using the SmartBoard. Who can come select the
picture that is NOT equivalent to the other two? Did you use division or multiplication to
determine the equivalence? Can you explain to the class the process that you used?
Students will participate in a Quizizz to close the lesson which will be used as a formal
assessment.

ASSESSMENT:
Students will successfully complete a Quizizz where they will identify equivalent fractions
through the use of multiplication and division. To demonstrate full understanding, students will
complete the assessment with no more than two errors.

INDEPENDENT PRACTICE:
Following the lesson, students will be asked to illustrate four real-life examples of quantities that
are equivalent. Students will be encouraged to demonstrate “part to whole” models which will
further their understanding of fractions. Students work will be reviewed and students will be
allotted time to share their creations for the duration of the week.
 FOLLOW-UP: DIRECT TEACHER INTEVENTION AND ACADEMIC
ENRICHMENT:
Direct-Teacher Intervention: The teacher and the student will, together, sort marbles and beans
by color. Both the marbles and beans will be separated into two equivalent groups and the
teacher and student will work together to correctly separate each object into groups. The teacher
will ask the student to write down how many marbles are are all together. The student will write
down “6” and the teacher will ask the student to remind her which part of the fraction is the
“whole”. When the student responds with the denominator, the teacher will ask the student to
write “6” as the denominator. The teacher will then ask the student how many marbles are blue,
and the student will respond with “4”. The student will now have the fraction “4/6” written in
his/her notebook, indicating that 4 out of the 6 marbles are blue. The teacher and student will
work together to sort the beans, finding that 2 out of 3 beans are brown. The teacher will explain
that although the quantities of our groups are different, the same amount of each group are of
different color. The teacher will use a multiplication chart show that if we multiply 2 by 2 we get
4, and if we multiply 3 by 2 we get 6. The teacher will demonstrate how use division as well, and
will complete the first problem with the student.

Academic Enrichment: The student will use his/her notebook to find examples of six equivalent
fractions using the fraction 6/12. The student will be asked to generate three examples using
division as well as three examples using multiplication. The student will write those six
examples, and can then create his/her own examples using any chosen fraction.
 TEACHER REFERENCES:

Common Core State Standards Initiative. (n.d.). Retrieved April 16, 2018 from
http://www.corestandards.org/Math/Content/6/introduction/

Equivalent Fractions. (2016). Retrieved April 16, 2018 from

https://www.mathsisfun.com/equivalent_fractions.html

Quizizz. (2018). Retrieved April 16, 2018 from

https://quizizz.com/admin/quiz/5808b2b1fa0db3c036c327cf

11 Plus for Parents. (n.d.). Retrieved April 16, 2018 from

http://www.11plusforparents.co.uk/Maths/fractions4.html
 The student: The student: The student: The student:
-demonstrates a -demonstrates a -demonstrates some -demonstrates very
substantial substantial understanding of the limited understanding
understanding of understanding of the concepts needed to of the concepts
the concepts concepts needed to solve problems. needed to solve
Concepts needed to solve solve problems. problems.
problems.

The student: The student: The student: The student:

-is able to apply -is able to apply -is able to apply some -is unable to apply
mathematical mathematical mathematical concepts mathematical concepts
concepts to solve concepts to solve the to solve the problem. to solve the problem.
the problem by problem.
using both division
and multiplication.;
Application

The student: The student: The student: The student:

-is able to explain -demonstrates an -is able to locate parts -has no knowledge of
and apply understanding of -demonstrates a basic vocabulary.
vocabulary to solve vocabulary terms knowledge of
the problem. (numerator, vocabulary.
denominator, etc.)
Vocabulary

The student: The student: The student: The student:

-presents an -presents an -presents an -presents an
explanation that is explanation that is explanation that slightly explanation that was
clear and detailed, clear. difficult to understand, difficult to understand
including critical but included significant and missed several
components used components. components.
Explanation to solve the
problem.