Teacher Candidate: Chelsie Howsare

School: Richmond Elementary

Grade/Subject: 5th/ Math
Lesson Topic: Equivalent Fractions
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES:
Objective 1:
Students will compare fractions to determine whether they are equivalent by using either the
cross-multiplying method or by multiplying or dividing the numerator and denominator by the
same number.
Objective 2:
Students will generate equivalent fractions for given fractions by multiplying or dividing the
numerator and denominator by the same number.
WV CSOs:
M.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 and use this principle to recognize and generate equivalent fractions.
M.4.NF.2 - compare two fractions with different numerators and different denominators, e.g., by creating
common denominators or numerators, or by comparing to a benchmark fraction such as , recognize that
comparisons are valid only when the two fractions refer to the same whole and record the results of
comparisons with symbols >, = or <, and justify the conclusions, e.g., by using a visual fraction model.
NATIONAL STANDARDS
Number and Operations
Use models, benchmark, and equivalent forms to judge the size of fractions;
Recognize and generate equivalent forms of commonly used fractions
MANAGEMENT FRAMEWORK:
Overall Time:
45 Minutes
Time Frame:
5 Minutes- Lesson introduction
5 Minutes- Teacher lecture/demonstration
5 Minutes- Students examine fraction strips for visualization.
10 Minute- Equivalent fraction memory game in pairs
5 Minutes- Guided Learning
13 Minutes- Individual work (Worksheets)
2 Minutes- Lesson closure
STRATEGIES:
Teacher-led discussion, Lecture, Teacher Modeling, Hands on Learning, Guided Instruction, Independent Work,
Working in Pairs
DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS:
For slower learners, teacher may plan to reduce the amount of problems required on worksheet accordingly.
During individual work, teacher will assist students as needed by modeling and asking probing questions. If
accelerated learners demonstrate proficiency, teacher will ask them to compare fractions as less than or greater
than (I will let student use the deck of cards from the memory game to compare fractions that are not
equivalent and record if they are less than or greater than). The fractions strips will be used to create a
visualization for students who are visual learners. The memory game may help kinesthetic learners.
PROCEDURES
Introduction/ Lesson Set:
Teacher will begin the lesson by asking questions to assess prior knowledge of equivalent fractions. Questions
include:
What do you think of when you hear the word equivalent? (Possible answers: Equal, the same)
What can you tell me about fractions? (Possible answer: They are part of a whole.)

How can we tell if two fractions are equivalent? Do you think they should have the same numerator and
denominator?

Body & Transitions:

Teacher will ask questions to gauge students prior knowledge of comparing fractions. Questions listed
above as part of introduction.
Questions will lead into teacher led discussion about how to generate equivalent fractions (multiply the
top and bottom by the same number) and how to identify if two fractions are equivalent (cross multiply
or check by seeing if the numerator and denominator are multiplied by the same number).
Students will receive fraction strips (cut by me to save time) to visualize equivalent fractions.
Students will pair with a partner and play the equivalent fraction memory game.
Game Directions: This game is similar to the traditional memory game played with cards, but the playing
cards will have fractions on them. The goal is for students to identify whether the cards they turn over
are equivalent or not in order to get the pair. Each player must pay attention as they can challenge an
incorrect match if they can explain why the fractions are not equivalent. The player with the most pairs
wins the game. The game will be played twice. The second time each team will switch decks with the
team beside them, so they have different fractions.
As students are cleaning up the cards, the teacher will pass out the worksheet.
The teacher will complete a few problems from the worksheet with the class to provide examples.
Students will complete the worksheet individually.
Teacher will take a few minutes to let students ask questions and reflect on what theyve learned.
Closure:
Teacher will review with the class by having students explain what theyve learned.
ASSESSMENT
Diagnostic: Teacher will ask challenging questions to assess the students prior knowledge.
Formative: Teacher will observe students as they play the equivalent fractions memory game. (Objective 1)
Summative: Teacher will collect worksheets completed by students individually. (Objectives 1 and 2)
MATERIALS:
Pencil
Paper
Whiteboard with markers
Worksheets (20)
iPads (If student finishes early)
Internet
Equivalent Fraction Playing Cards
Fraction Strips

EXTENTED ACTIVITIES
If Student Finishes Early:
If a student finishes early, they will use iPads to visit (http://www.sadlieroxford.com/math/enrichment/gr4/EN0408b/EN0408b.htm). This game will be used as enrichment. It
progressively gets more difficult as students move on.
If Lesson Finishes Early:
If the lesson finishes early, teacher will introduce comparing fractions (greater than or less than).

If Technology Fails:
If technology fails, the teacher will continue lesson as planned. However the game students will be playing on iPad
may be recreated on the whiteboard. Three students can come to the board at once and challenge each other.
POST-TEACHING:
Reflections:
Richmond Elementary School
Mrs. McBride
Joe Gonzalez
5th Grade Math
Equivalent Fractions
Planning:
The most beneficial part of my lesson were my procedures. I have spent more time revising this particular lesson
plan than any other. Because I spent so much time with this lesson plan, I had to refer to it less while delivering
my lesson. My objectives were also very important. I kept them in mind so I could ask myself if my students are
learning what I want them to know. The equivalent fraction matching game promotes higher order thinking skills,
because it requires them to complete an operation in their head. I felt the Next Generation standards were well
aligned and well covered in my lesson.
Implementation:
The most effective parts of my lesson included students exploring equivalency through the use of fraction strips
and the equivalent fraction memory game. Students were most engaged during these activities. Mr. Gonzalez
suggested I work on hooking the students at the beginning of my lesson. I realize now I rushed into the lesson
asking questions to check prior knowledge. Mr. Gonzalez also pointed out I didnt give thorough enough directions
for the equivalent fraction game. I am thankful he pointed this out to me, as I didnt recognize the issue myself.
Students were able to play the game without further instruction. I felt my lesson plan was appropriate for a fifth
grade class. Students transitioned through the procedures smoothly, but I did run over on time. I planned a 45
minute lesson, but I had to condense it into about 35 minutes. It was difficult, because I didnt know where to
borrow time in my lesson as I felt each procedure was important. I was able to circle the room and observe
students during the lesson.
Clarity of presentation:
My voice, pronunciation, and use of English were on point. I was enthusiastic about the lesson, and students
reflected my excitement. I did not have issue using pet phrases and my pace was okay. Overall I felt I was clear
and understandable throughout the delivery of my lesson.
Attention to individual differences:
I tried to pay more attention to differentiating instruction when revising this lesson plan. I felt the lesson plan
itself is elaborate, but my implementation of differentiating instruction was lacking. I practiced the procedures
and my lesson plan, but it was more difficult than it looked on paper. When trying to meet the needs of all
students on different achievement levels, I felt spread thin.
Focus on relationships and student response:
The students and I easily related as we have had time to get to know one another throughout the placement. I
was respectful of the students, and they returned the same respect to me. Students were responsive and engaged
throughout the lesson. There were a few discipline issues with a particular student getting out of her seat and
whispering to her friends, but it was corrected by simply asking her to return to her desk. Students were able to
collaborate during the equivalent fraction memory game. They were asked to pair with the student sitting across
from them. One pair of students I asked to switch partners, because they had a spat earlier that day.
Assessment:

For my diagnostic assessment, I simply asked the students probing questions. I find this to be the simplest way to
assess students, but it did not paint a concrete picture of what students know. It made me consider how I might
further assess prior knowledge in the future. My formative assessment was useful, because I was able to see and
hear students talking through the problems. Observing the students play the matching game allowed me to find
and correct mistakes as I circled the room. For my summative assessment I used a teacher made worksheet. The
summative assessment provided me with results and data I could use to see if my students understood and
mastered the objectives of my lesson. I was pleased to find only 3 of 19 students did not achieve mastery on the
summative assessment.
Data Based Decision Making: After grading the summative assessment for my lesson, I found 16 of 19 (84% of the
class) students achieved mastery (80% for this lesson). Based on these results, I would move on to the next
concept. For the three students that did not achieve mastery, I might offer them enrichment activities to complete
during free class time.

Name:____________________

Date: _____________________

Use the numbers below to create equal fractions. The first problem has been completed for
you as an example.

1.)

2.)

3.)

5.)

6.)

7.)

8.)

9.)

10.)

11.)

12.)

PART TWO:

4.)

Fill in each blank with the correct number to make the corresponding fractions
equivalent. The first problem has been completed for you.

13.)

14.)

15.)

16.)

17.)

18.)

19.)

20.)

21.)

22.)

23.)

24.)

PART THREE:
Match the following fractions by drawing a line to their equivalent counterparts.

I created the assessment above to accompany my own lesson plan. For part one of my
assessment, students are required to create equivalent fractions by multiplying the numerator and
denominator by the same number. Each of the questions in part one is worth two points, because they
require students to perform an operation. Part two requires students to identify the missing number in
the equivalent fractions. The questions from part two of my assessment are also worth two points each.
Part three only requires students to identify equivalent fractions through matching. These questions are
only worth one point each. The whole assessment is worth 50 points total (22 problems worth 2 points
and 6 problems worth 1 point each.) The questions will be graded as correct or incorrect. Below are the
results of this summative assessment disaggregated by gender.
There are eleven girls and eight boys that completed the summative assessment.
Girls Results
Girl A: 34 of 50 (68%)
Girl B: 42 of 50 (84%)
Girl C: 48 of 50 (96%)
Girl D: 48 of 50 (96%)
Girl E: 48 of 50 (96%)
Girl F: 50 of 50 (100%)
Girl G: 50 of 50 (100%)
Girl H: 50 of 50 (100%)
Girl I: 50 of 50 (100%)
Girl J: 50 of 50 (100%)
Girl K: 50 of 50 (100%)

Boys Results
Boy 1: 30 of 50 (60%)
Boy 2: 38 of 50 (76%)
Boy 3: 50 of 50 (100%)
Boy 4: 50 of 50 (100%)
Boy 5: 50 of 50 (100%)
Boy 6: 50 of 50 (100%)
Boy 7: 50 of 50 (100%)
Boy 8: 50 of 50 (100%)

Summative Results

Summative Results

Girl K
Girl J
Girl I
Girl H
Girl G
Girl F
Girl E
Girl D
Girl C
Girl B
Girl A

Boy 8
Boy 7

Boy 6
Boy 5
Boy 4
Boy 3
Boy 2
Boy 1
0

10

20

30

40

50

60

Boy Boy Boy Boy Boy Boy Boy Boy

1
2
3
4
5
6
7
8
Summative Results 30 38 50 50 50 50 50 50

10

20

30

40

50

60

Girl Girl Girl Girl Girl Girl Girl Girl Girl Girl Girl
A B C D E F G H I
J K
Summative Results 34 42 48 48 48 50 50 50 50 50 50

The average score for the boys is 46 out of 50 or 92% while the average score for the girls is 48 out of 50
or 95%. Based on these results, there is not an immediate difference in performance between boys and
girls. The number of scores reaching 100% make me question if my assessment was too easy.