Grade: 6th
Objectives:
1) Given a fraction, students will come up with at least three equivalent
fractions.
2) Given two fractions , students will determine whether or not the fractions are
equivalent .
3) Students will review equivalent fractions in groups of three by playing
“Equivalent
Fractions Go Fish.”
Related SOLs:
6.1 The student will identify re presentations of a given percent and describe
orally and in
writing the equivalence relationships among fractions, decimals, and percents.
6.4 The student will compare and order whole numbers, fractions, and decimals,
using
concrete materials, drawings or pictures , and mathematical symbols .
Materials: (70 minutes), 1 sheet of colored construction
paper for each student, 1 marker for
each student, about 8 sets of 40 “Equivalent Fraction Go Fish” cards depending
on class size (to
make the cards, write 20 cards with fractions on them and then write another 20
cards with
fractions that would be equivalent to the cards in the first set—thus you will
have 20 pairs of
equivalent fraction cards)
Procedures:
(1) Introductory Activity: Greet class and pass out one sheet of construction
paper and one
marker to each student. Explain that to help understand the topic of the day,
they will be
doing a short activity about fractions. Tell students to fold the sheet of paper
in half (like
a hamburger), open it up, and quickly shade only one side of the paper. Ask
students
what fraction of the paper is shaded. Take responses, check for agreement (1/2),
and
write the fraction on the board. Now tell students to fold the paper in half and
then in
half again. The sheet of paper should now be sectioned into four equal parts.
Ask
students what fraction of the paper is shaded now (2/4). If students respond
with (1/2)
ask them to find another way to name the fraction (count the parts with them),
write the
fraction on the board. Fold the paper in half two more times, coming up with 4/8
and
8/16 and write those fractions on the board as well. Ask students what they can
determine about all of these fractions given that the shaded area on the sheet
of paper
stayed the same throughout the entire activity. Once students determine that the
fractions
are equal to one another, write equal signs between them on the board. Then ask
students
if they know the names for these equal fractions. Write equivalent fractions on
the board
and verbally tell students that they are fractions that name the same amount.
Tell
students to put their sheet of paper away.
(2) Pose this question to students: if we did not have a
sheet of paper to help us, how could
we find fractions equivalent to 1/2? If they need help, hint that there is a
pattern in the
fractions we have already named. Ask for ideas. Once they have determined that
they
must multiply the top and the bottom by the same number, ask them why they can
multiply the fractions by numbers but they can’t multiply whole numbers and have
them
turn out equally. Students should respond with multiplying a fraction by 1 does
not
change its value . Ask students to name some other fractions equivalent to 1/2.
Look for
responses such as 3/6, 5/10, etc. and write them on the board as well.
(3) Choose additional fractions (in simplest form) to help
students practice multiplying to
find equivalent fractions. Give 30 seconds to write down as many equivalent
fractions as
they can think of. The last example should be a fraction not in simplest form.
See if
students catch the reduction. Ask students if that answer is correct. Once they
determine
that it is (draw a picture on the board if it is unclear), ask students what
other operation
they can use to find equivalent fractions. Take responses to obtain division by
one and
simplifying . Give students practice simplifying to find equivalent fractions.
Pause after
a few examples and ask why they can not find any more fractions by dividing 1/5
(or any
other fraction with 1 in the numerator). Take responses. Once students determine
that
you can not simplify because 1 can only be divided by 1, introduce the term
simplest
form and write it on the board.
(4) Explain that a fraction is in simplest form when the
only common factor of the numerator
and the denominator is 1. Tell students there are two ways to find the simplest
form. The
first way they already know, simplify the fraction by dividing the numerator and
the
denominator by the same number. The other way is to find the GCF for both
numbers
and then divide by that number. Give multiple examples. Tell students that they
may use
whichever way they prefer to simplify fractions.
(5) Explain to students that if they understand ways of
finding equivalent fractions then this
next part will be very easy. Put two fractions on the board and ask whether or
not they
are equivalent fractions. After the correct answer is determined, ask students
how they
came to that conclusion. Do multiple examples.
(6) Closure: Review ways to find equivalent fractions (by
multiplying and simplifying).
Also review what it means for a fraction to be in simplest form. As a
culminating activity
if time permits, al low students to play “Equivalent Fractions Go Fish.” Break
students up
into groups of 2-3 and give each team a set of pre-made fraction cards. Explain
that the
rules to this game are similar to that of go fish but instead of trying to find
a match,
players must find an equivalent fraction. Once an equivalent fraction is found,
all players
must agree that it is correct. Remind students that they may have a paper and
pencil
handy as some of the fractions are challenging. With about 4 minutes left,
remind
students to copy their homework down, ask them to put the cards to the side of
their desk
and distribute exit cards with two exercises on them. Students are to complete
the exit
card and hand it to the teacher as they exit the room. One example of an exit
card would
be:
List 3 fractions equivalent to 2/3.
Are 6/7 and 12/13 equivalent fractions?
Evaluation: During the lesson as students are
raising their hand and answering questions, ask
other students to give a thumbs up or thumbs down if they agree with the answer.
Evaluate
understanding on these signals which will be helpful in determining when enough
examples are
given. While students are playing the game, circulate to make sure that teams
are following
directions and agreeing on correct answers. Use the exit cards to determine
individual
understanding of information. Assign homework to be checked the following day in
class: p.
136 #4, 6, 8, 10, 12, 16, 25, 27, 29, 35, 36.
Adaptations: For students who have trouble
focusing, it would be appropriate to pre-plan the
examples for the lesson and print out a worksheet with all examples on it.
Students with
problems with basic facts may be allowed to have chips or other manipulatives to
form fractions
on their desks and simplify them more easily with visual representations. During
the game,
allow for pairs rather than 3 person teams.
Name____________________
Equivalent Fractions
List 3 fractions that are equivalent to
_________ _________ _________
Are 
and
equivalent fractions? _________
