Lesson

Plan: Equivalent Fractions

Name: Beverly Cortez

Grade: 4th

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 Thinking Skills

Student Engagement Techniques and

Grouping

ACEI 3.3-Critical thinking, problem solving and performance

skills.

ACEI 3.4-Active Engagement in Learning

Remembering
Understanding
Applying

Pairs
Table or random groups

Cortez 2

ACEI 3.2 Adaptation to diverse students.

Identify type of learner

DIFFERENTIATION PLAN
List type of differentiation

(ELL, SPED, Accelerated Learners,

Striving learners, 504 students, reading)

(learning environment, content,

process, product, performance task)

Striving Learners

Process

Instructional approach

(Write the instructional

approach/accommodations that will be
used for these learners)

ELL

Process

Accelerated Learners

Product

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.
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.
Students will be asked to
solve more complex
equivalent fraction
problems.

Cortez 3

1. Standards/Benchmarks/GLOs

ACEI 2.1-2.4 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-Informal and formal assessment. Candidate plans appropriate formative and summative 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
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 todays 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 of the pizza. (You ate 1 piece of the 4 pieces)
f. Instruct the student with the four slices to grab of his or her pizza to indicate how
many he/she ate. (So, ____ is holding 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
amount of pizzas ___, ____, and ______ ate? 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?)
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,
= 3/12, 2/8 = 3/12)
o. Remind students that , 2/8, and 3/12 are all fractions, 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 number 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 fractional part; 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 4-5 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.
f.
g.
h.
i.

Remind students to work with each member of their group.

Remind students that they can use the fraction circles.
Set timer for 20 minutes.
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.)
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?)
Perform temperature checks along the way to determine students progress.

j.

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

4.NF.1 Equivalent Fractions

4. NF.1 Equivalent Fractions

Benchmark

1
(Well below)

I can recognize and

create equivalent
fractions.

-I can
sometimes
recognize
equivalent
fractions.
-I can create
equivalent
fractions with
someones
help.

I can explain why they

are equal.

I cant provide
an explanation
on why
fractions are
equal.

I refuse to
I can work with others
when completing a task. work with

3
(Meets
expectation)
-I can recognize
equivalent
fractions.
-I can create
equivalent
fractions.

4
(Exceeds
expectation)
-I can recognize
equivalent fractions.
-I can create
equivalent fractions
and identify
additional
equivalent fractions.

I can provide
some
explanation on
why fractions are
equal.

I can provide an
explanation on
why fractions
are equal.

I can provide
detailed
explanations on
why fractions are
equal.

I can sometimes
work with others
when
completing a
task.

I can work with

others when
completing a
task without
arguing.

I can work with

others when
completing a task
and offer to help
others.

GLO #2 Community Contributor

others.

2
(Developing
proficiency)
-I can recognize
equivalent
fractions most of
the time.
-I can sometimes
create equivalent
fractions.

Padua ITE 312/317

Cortez 9
Student Assessment Data Table

Students First Name

4.NF.1 Equivalent
Fractions

GLO #2: Community

Contributor

Notes/Comments

*need to work on
working in a group




*need help explaining
why the fractions are
equivalent


*need help explaining
why the fractions are
equivalent
*need help creating
equivalent fractions
and explaining why
the fractions are
equivalent
*need help creating
equivalent fractions
and explaining why
the fractions are
equivalent

1.
2.
3.
4.
5.
6.
7.

No Media Release
4
4
4
3
No Media Release
4

Form
4
4
4
4
Form
2

8.
9.
10.
11.
12.

Absent
No Media Release
No Media Release
No Media Release
3

Absent
Form
Form
Form
4

13.
14.
15.

No Media Release
Absent
3

Form
Absent
4

16.

17.

18.
19.
20.
21.
22.
23.
24.
25.
26.

4
4
4
4
4
No Media Release
No Media Release
No Media Release
No Media Release

4
4
4
4
4
Form
Form
Form
Form

Cortez 10


Guided Practice Problems- 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 cherry?

Padua ITE 312/317

Cortez 12

























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
equivalent fraction using the other model with the additional lines.















Equivalent fraction:




Explain why the fractions are equal:






3. Write the equivalent fractions to match the picture.




shaded









shaded






Explain why the fractions are equivalent:

shaded

shaded

shaded

shaded

shaded

shaded

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