Lesson Plan Guide

Overall Learning Sequence: Reason with shapes and their attributes.

Date: 2/28/17
5 p.
Objective/goal: 3.NF.3a. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4,
4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model;
understand two fractions as equivalent (equal) if they are the same size, or the same point on a
number line.
5 p.
Task(s): Students will complete the Equivalent Fractions Worksheet individually. They will have
two shapes, one shaded and one unshaded. The students will shade in the unshaded shape to
make the shapes equivalent and write out the corresponding fraction. (Worksheet attached)
8 p.

Solution of task(s): (At end of lesson plan)

7p.

Associated concepts: Students need to understand the definition of equivalent. Students will
be able to identify equivalent fractions in shapes that are divided differently.
5 p.
Materials/Technology: Worksheets, pencils, whiteboard
5 p.
Anticipation: Some students may grasp content quickly and need enrichment, while other
students may not understand that shapes that are partitioned differently can have equivalent
fractions.
5 p.

Lesson Phase Description of Activities and Setting

On the board, write:

Activate prior 5 dimes are equivalent to 2 quarters.
Before 3 + 5 is equivalent to 5 + 3.
knowledge 8 p.
1/2 is equivalent to 50%.
On the boar d, wri te:
5 di mes are equi valent to 2 quar ters.
3 + 5 is equivale
 Read the sentences aloud. Then ask students to discuss what
they think the term equivalent means.
1. Explain to students that you will be teaching them
about equivalent fractions, or fractions that are equal in
value.
2. Invite three student volunteers to come to the board.
Have each student stand next to one of the pizzas. Then
give each student a crayon.
3. Explain that the volunteers will color a fraction of the
pizzas to show how much they ate. Ask the first
volunteer to color 1/4 of the pizza that has four slices,
the second to color 2/8 of the pizza that has eight slices
and the third to color 3/12 of the pizza that has 12
slices.
4. Prompt the class to compare the shaded portions of
the three pizzas and talk about what they observe. Guide
students to understand that the shaded portions are
equivalent. Then point out that the unshaded portions
are also equivalent. Write the equivalent fractions on the
board or chart paper (1/4 = 2/8, 1/4 = 3/12, 2/8 = 3/12)

Teacher will ask students to clarify and explain what

Make sure problem
they are supposed to do when they are given the
is understood 8 p.
worksheet. Teacher will clarify any uncertainties.

Establish clear Students will work independently and turn in their paper
expectations 5 p. when they are finished.

Teacher will walk around the classroom and observe

During Let go! 4 p.
student work. (Let students figure it out on their own)

Notice students Teacher will walk around the classroom and ask
mathematical questions such as, Why does what you shaded make the
thinking 8 p. two shapes equal? How did you get that fraction?
 Look for ways to support students and avoid telling
them how to solve the problem. If a student is
Support 8 p. struggling, ask questions such as, What do you notice
about the two shapes? If they continue to struggle, pull
group of students for further support.

For struggling students, work in small group with

teacher. For advanced learners who complete worksheet
Extend 5 p.
quickly, they can practice their math skills with an
equivalent fractions memory game.

Facilitate
Have students present their solutions. Have students
discussion
who struggled present first so they can learn
After (community of
throughout the lesson. Then have the students who
learners without
caught on quickly present what they did.
evaluation) 8 p.

Teacher will lead a group discussion based on the

Summarize main
worksheet. What have we learned today? What is one
ideas 6 p.
way we can figure out if fractions are equivalent?
Name_____________________________ Date______________

Shade in the fraction shown, then write equivalent if the two fractions are
equivalent. If the two fractions are not equivalent, write not equivalent on
the line. REMEMBER, equivalent means are the two fractions are
equal.