Fraction Equivalence Activity Lesson Design

Candidate Name: Allison Miller Host Teacher Name: Karen Bornheimer

School: Susan B. English Grade Level: 4 # of Students: 4
Date & Time of Lesson: 1/28/19 Length of Lesson: (day or days) 1 day
Topic of Lesson: Fraction Equivalence Content Area: Math

Materials: Include all materials including types of technology used:

Equivalent Fractions Garden Plots worksheet

Alaska Content Standard:

4.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.
Transfer Goal(s) - Unpacked Standard (Transferability)
Students will recognize and generate equivalent fractions.
STAGE ONE: Essential Questions and Enduring Understandings (Meaning)
Enduring Understanding(s) : Essential Questions to be Considered:
Students will understand fractions as a How can different fractions name the same
relationship between the parts and a whole. amount?
STAGE ONE: STAGE TWO:
Objectives/Learning Targets (Acquisition) Assessments/Acceptable Evidence Of Learning
Knowledge and Skills: What knowledge and skills related to content and/ Sources of Evidence:
or content language should students know and be able to do by the end of Formative, Summative,
the lesson? and/or Performance?
Students will know: Garden plots worksheets;
• Fractions are a relationship between the numerator and denominator; equivalent fractions
they are not two numbers, but one. worksheet
Students will be able to: Discussions;
• Generate equivalent fractions and determine missing numerators and
denominators.

STAGE THREE: Learning for Understanding: Instructional Activities, Products, and Strategies
Pre-Requisites: Students should have been introduced to fraction symbols and the idea of comparing
fractions in single units (1/8<1/4). They should also be familiar with numerators and denominators.
Overview/Introduction/Main Hook
Teacher will introduce students to lesson by reminding them of the different ways they have explore
fractions in previous lessons: comparing fractions of colors in geometric art, viewing equivalent
fractions on a number line, and investigating different pie piece sizes and how several smaller fractions
can equal larger fractions. What did we realize about two fractions that are equivalent?

One final model of equivalent fractions I want show you before we move on, because understanding
fraction equivalence is an important understanding to moving on to doing things like adding and
subtracting fractions, relates directly to what we’ve been doing in science. We can think in fractions if
we want to plan out how we’ll plant all the seeds we’re starting in a bigger garden plot.
Process: Teacher Does/Student Does… Product(s): Specific Strategies for
Assessment/ supporting diverse
Evidence of learner skills and
Learning. abilities throughout the
lesson
1) Teacher will ask students to imagine that we’re planning out • Garden The hands-on, minds-
a garden plot to transplant our vegetables and flowers into plots on activity of creating a
in the spring. The first prompt on the garden plots worksheet visual representation of
worksheet has students divide the garden plot into four the concepts of
equal rows. Ask them what is meant by rows. Can rows go equivalent fractions is
in either direction? If columns are not brought up, they designed to for the
should be encouraged to remember the difference. success of diverse
2) Students will try to develop a strategy for dividing this learning styles.
garden plot up between themselves and a friend. Allow
students plenty of freedom in developing a strategy. There are visual, audio,
3) Teacher will direct students to work on the rest of the sheet and kinesthetic
independently, including the back page which reinforces components to the
practice with finding equivalent fractions and familiarizes lesson, as well as
them with multiplying and dividing fractions. guided practice.
4) Students will create three more garden plots shared with a
different amount of friends each. All garden plots should be Discussions will both
planted 3/4 in vegetables. Students will also be building provide formative
skills for finding simplest fractions on the back practice assessment as well as
page. provide opportunity for
5) Teacher will circulate among students as they work, being peer and teacher
available to answer questions and scaffold understanding. scaffolding.
Closure:
Teacher will revisit lesson objectives to be sure that there are no lingering misconceptions or confusion.

Lesson Reflections
 Garden Plots

Below is a garden plot to grow the vegetables, flowers, and herbs we’re planting.

1) Create 4 rows in the plot. Three

of the four rows will be vegetables.
Color these rows green. What
fraction of the garden will be
planted with vegetables?

_____________________
2) A friend wants to share the
garden plot with you. How can you
equally divide the garden plot
between two friends? Now what is
the fraction of the garden plot that
will be planted with vegetables?

_______________________

3)Your job is to create three more

garden plots in which three of four
rows are planted in vegetables. Each garden plot should be shared by a different number of
friends.

4) List the fractions of each garden plot that will be planted in vegetables

___________________________________________________________________________
5) What do you notice about the changes between each fraction? Are these numbers related?
How?

___________________________________________________________________________
 Name: _________________________________________

Equivalent Fractions: Worksheet # 7

Find the equivalent fractions.

1.
1 2.
2 3.
2 8 4.
3 18
2
= 6 6
= 54 3
= = 30

5.
3 6 6.
3 21 7.
2 18 8.
4 24
5
= 4
= = 72
= 48

9.
6 10.
6 11.
21 12.
30
8
= 24 3
= 9 8
= 56 6
= 60

13.
2 8 14.
3 27 15.
3 9 16.
2 4
6
= = 54 4
= = 6

17.
3 24 18.
7 19.
2 20.
45
5
= 8
= 64 3
= 21 8
= 72

http://math.about.com Score: /20

 Name: _________________________________________

Equivalent Fractions: Worksheet # 7

Find the equivalent fractions.

1.
1 3 2.
2 18 3.
2 8 4.
3 18
2
= 6 6
= 54 3
= 12 5
= 30

5.
3 6 6.
3 21 7.
2 18 8.
4 24
5
= 10 4
= 28 8
= 72 8
= 48

9.
6 18 10.
2 6 11.
3 21 12.
3 30
8
= 24 3
= 9 8
= 56 6
= 60

13.
2 8 14.
3 27 15.
3 9 16.
2 4
6
= 24 6
= 54 4
= 12 3
= 6

17.
3 24 18.
7 56 19.
2 14 20.
5 45
5
= 40 8
= 64 3
= 21 8
= 72

http://math.about.com Score: /20