EQUIVALENT FRACTIONS

TEACHING OBJECTIVE:
The student will be able to model equivalent fractions through the use of
fraction models .

MATH CONCEPTS :
Finding Equivalent Fractions
Comparing Fractions

INSTRUCTIONAL ACTIVITIES:
=> Explain to students that we will be
discussing equivalent fractions today.
=> Tell students that equivalent fractions are fractions that re present the
same part of a whole.
=> Tell students that we will learn new and more motivating ways to find
equivalent fractions.
=> Ask each student to open the bag that’s on their desk.
=> Tell every one to get a Hershey candy bar.
=> Tell students to open the package without breaking the candy.
(Teacher will have extras if broken)
=> Tell student that a fraction contains two parts :
o The denominator- the total number of equal parts.
o The numerator - the total number of parts used.
=> Ask students what is the total number of parts of the candy bar? (12)

=>Tell student to eat or take away 2 pieces.
Ask student what fraction of the candy bar did we take away?
Ask student what fraction of the candy bar is left?

=>Tell student to take of the remaining candy bar away.
=> Ask student what is the fraction of the pieces taken away from the
entire candy bar? or

=> Ask student what is the fraction of the pieces of the remaining candy
bar? or

=>Ask student what is another way to show as a fraction? , or
=>Tell student to explain their answers.
=>Explain to students that these fractions are called equivalent fractions.
=>Answer all questions by students clearly.
=>Have students to take the fraction pieces out of the bag that’s on their
desk.
=>Tell students to create a model that shows , and are equal
fractions.

=>Have students explain their models.
=> Clear all misunderstandings.
=> Have students to create a model to show a fraction that equals to .

=>Explain to students how these are equivalent fractions even though the
denominators are different .
=>Give students two fractions, and have the students create models using
the fraction pieces to show equivalent fractions for each of the
fractions.

and

Al low students time to model their equivalent fractions.
Clear all misunderstandings of students.
Ask students, How does one compare fractions with un like
denominators through the use of fraction models?
Allow time for students to respond.
Tell students when comparing fractions through the use of
fraction models the largest fraction is the fraction model closer
to a whole.
Model an example.
Example: Compare using <, >, or =

Model with fraction models.

Tell students to compare.
Give students chance to respond.
Tell students to compare the two fraction models closely.

Answer all questions given by students.
Tell students we will now get into groups according to their
grouping chart .
Explain to students they will be finding equivalent fractions
and comparing fractions through the use of fraction models.
Have groups create and draw 4 different fractions to show
their equivalent fractions.
Have groups order three sets of fractions from least to
greatest .

Allow time for each group to finish.
Have each group present their problems to the class with
explanations.
Ask students if they have any questions.
Tell the students they all did a great job with today’s lesson.

MATERIALS:
Pencil
Paper
Fractions pieces
Colored pencils
Grouping chart
Hershey candy bars

ASSESSMENT

The teacher will observe the students to assess their understanding of
comparing and finding equivalent fractions.