Title:

Type:
Subject:
Grade Range:
Description:
Duration:

Graduated Difficulty
Lesson Plan
Mathematics
4
45+ Minutes

By: Clatrina
Lane
Instructional Unit Content
Standard(s)/Element(s)
Content Area Standard
MCC4.NF.1 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.
MCC4.NF.2 Compare two fractions with different numerators and different denominators, e.g., by
creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2.
Recognize that comparisons are valid only when the two fractions refer to the same whole. Record
the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual
fraction model.

TAG Standard
Higher Order and Critical Thinking Skills
4. Make and evaluate decisions using criteria

Summary/Overview
In this unit students will:
understand representations of simple equivalent fractions
compare fractions with different numerators and different denominators

Enduring Understanding(s)
Mixed numbers and improper fractions can be used interchangeably.

 Fractions can be represented visually and in written form.

Fractions with differing parts can be the same size.
Fractions of the same whole can be compared.

Essential Question(s)
What is a fraction and how can it be represented?
How can equivalent fractions be identified?
How can we find equivalent fractions?
In what ways can we model equivalent fractions?
How can identifying factors and multiples of denominators help to identify equivalent
fractions?
How can we find equivalent fractions?
In what ways can we model equivalent fractions?

Concept(s) to Maintain
* It is expected that students will have prior knowledge/experience related to the concepts and
skills identified below. It may be necessary to pre-assess in order to determine if time needs to be
spent on conceptual activities that help students develop a deeper understanding of these ideas.
* Identify and give multiple representations for the fractional parts of a whole (area model) or of a
set, using halves, thirds, fourths, sixths, eighths, tenths and twelfths.
*Recognize and represent that the denominator determines the number of equally sized pieces that
make up a whole.
* Recognize and represent that the numerator determines how many pieces of the whole are being
referred to in the fraction.
* Compare fractions with denominators of 2, 3, 4, 6, 10, or 12 using concrete and pictorial models.

Evidence of Learning
By the conclusion of this unit, students should be able to demonstrate the following competencies:
Represent and read proper fractions, improper fractions, and mixed numbers in multiple ways.
Represent equivalent common fractions
Use mixed numbers and improper fractions interchangeably.
Compare fractions and express their relationships using the symbols, >, <, or =.

Suggested Vocabulary
common fraction
denominator
equivalent sets
mixed number
numerator
proper fraction
whole number

Procedure(s)
Phase 1: Hook
The teacher will take out a Hersey candy bar. The teacher will tell the students that she would like to
share this candy bar evenly with 4 students. The teacher put the students in collaborative groups to draw
a fraction model that is equivalent t to 4/12 candy bar can be divided.

Phase 2: Acquiring Content

1. Pose the Essential Question. How did you find an equivalent model? Student will share their

model and explain why they think it is equivalent.

2. Explain that today we are going to learn different strategies we can use to find equivalent
fractions.
3. The students will explore using fraction strips, drawing models, and virtual manipulative
website to create equivalent fractions.
Phase 3: DECIDE and Practice and DECIDE
4. Explain You will now be given an opportunity to practice what you have learned. Because everyone
learns at a different pace, I will leave it up to you to decide which problem set is most appropriate for
you. To help you make the best choice lets consider a few questions.

Distribute the DECIDE handout and three problem sets. Provide time for students to
examine the three sets and decide which is the most appropriate challenge to complete.
6. Students will complete the problem set of their choice and check their work. Students who
quickly and accurately complete their selected set should try the next level. Students who
quickly and accurately complete Level C should create a more difficult Level D with a
corresponding answer sheet. They can trade problem sets with other Level D students.
7. When all students have had an opportunity to complete and check at least one problem set,
lead the students in a discussion to identify the criteria they used to make their choice,
determine if the first choice was the best choice, and determine the knowledge/skills needed
5.

8.

to move to the next level.

Each student will establish a learning goal to improve their own achievement related to
understanding and using the order of operations.

Summarizing Activity

Sum It Up!: Students will be given a performance task that will require them to apply
their knowledge and strategies of equivalent fractions. Students will work with a partner
to complete the task.

Resource(s)
Anchor Text(s):
Technology:
www.abcya.com/fraction_percent_decimal_tiles.htm
http://illuminations.nctm.org/
Handouts:
Handout 1: DECIDE
Handout 2: Chart Paper
Handout 3: Level A Problem Set
Handout 4: Level B Problem Set
Handout 5: Level C Problem Set
Handout 6: Sum It Up!
Handout 7: Level A-C Keys

Level A: Shade in the part to find equivalent fractions

3/5 ____ 2/10

2/6____ 4/8

2/4 ___ 3/8

1/3 ____ 2/5

2/3 ____

5/7 _____ 2/8

Level B. Find an equivalent fraction for each fraction

= 6/?

1/5 = 2/?

1/3 = ?/12

5/6 = ?/18

?/10 = 4/5

= ?/12

2/8 = 6/?

3/7 = 3/?

= 2/?

Level C: Use a strategy or model to determine if the fractions are equivalent. Write <, >, or =
after you have used a strategy or model to show evidence.

3/6 ____ 1/5

2/7 ____ 3/5

1/3 ___ 2/5

2/3 ___ 1/2

2/6 ____ 4/8

2/4 ___ 3/8

2/4 ___ 3/6

4/7 ___ 2/8

3/8 ___ 5/7

Level D.
Write a convincing argument for the following statement. Include a model to support your
argument.

2/3 is not equivalent to 3/12

Think of 2 fractions that are equivalent. Explain why they equivalent.