Lesson 5

Subject: Mathematics Course/Grade: Grade 5 Unit 5: Fraction Sense and Manipulation, Lesson 4: Creating Equivalent Fractions with Multiplication Instructional/Content Objective: Students will work with a partner to create eight out of ten equivalent fractions with a desired denominator using the multiplication rule. Curriculum Framework Standards: Through exploration and computation students will be able to (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 numbers and sizes of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Lesson Procedure I. Preparation Phase: Build background knowledge 1. Students will open their notebooks, write the days objective and answer the Math Message and MCAS question of the day. 2. Introduce the days objective by having two students read it directly from the board and two students express the objective in their own words. 3. Point out the units guiding questions and ask students which question the objective addresses. Unit Guiding Questions applicable to todays lesson: iWhy do we need fractions in our everyday lives? iiWhy do we have different names for the same values? iiiWhy is an understanding of equivalent fractions necessary to compare, add, and subtract fractions? Vocabulary 4. Call the class experts for equivalent fraction and common denominator to the board. Display their vocabulary boxes, ask the students to explain the definition of each word, and ask their prepared questions to the class. Ask if the students have any questions for the experts. The students will be in the expert chairs for the class and will be available during the whole lesson if any students have questions or need help. II. Assistance and Associations Phase Making Connections: Smartboard Lesson (whole class) 1. Display the number line from 0-1 and ask students to fill in the blank spaces on the line. Ask students to share strategies. 2. Ask students to find a strategy to name each point on the line exactly. (Count the number of spaces in the whole and make that number the denominator. Count the number of spaces passed to get to each point and make those numbers the numerators) 3. Display the fourths number line and ask two students to order and explain their strategies. Ask another student to confirm or disprove the strategy. 4. Show the eighths line and ask students which group of fractions is easier to order on the line (the group with common denominators). 5. Ask two students to order the fractions with like denominators and explain their strategies. 6. Display equivalent fractions slide and remind students that when creating equivalent fractions the fraction must be multiplied by a value equivalent to one (review from previous lesson).

Lesson 5

7. Ask two students to guide the class in creating equivalent fractions with the common denominator of 8. Students at desks will complete the problems in their notebooks. Monitoring Understanding 8. Display the practice lists of fractions. Allow students time to independently identify the common denominator and put their pencils down to indicate they have found it. Have one student to announce the common denominator and ask the class to agree or disagree. When the common denominator has been identified allow students time to create equivalent fractions and order the original fractions on the number line. 9. Follow the same procedure for the second and third practice problem. More Monitoring and Asking Questions 10. Display clothesline activity instructions and break students into three leveled groups. Green Group (below grade level)- Common Denominator 25 Yellow Group (grade level)- Common Denominator 20 Blue Group (above grade level)- Common Denominator 24 11. Give students the fraction cards and provide the hint to begin by sorting the cards into piles with the same denominator. 12. Groups must ask the teacher if they have found the correct common denominator before creating equivalent fractions. 13. Allow groups 20 minutes to complete their task. III. Reflection and Readiness for Application: Think, Talk, and Write about Learning 5. Ask students to answer the following questions in their notebooks upon completion. i- How do common denominators help us order fractions? ii- What is the easiest way to find a common denominator? iii- How do number lines help us understand fractions? Reprocess Information 6. Groups will plan a presentation to give to the other groups explaining how they found the common denominator, how they changed the fractions, and finally how they ordered them. Each member of the group will contribute to the discussion.