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Lesson Planning Sheet Title: Equivalent Fractions Learning Objectives: By the end of the lesson: All students should be able to simplify fractions using a diagram. Most students should be able to calculate equivalent fractions using a written method. Some students should be able to order fractions using equivalences through a written method. Key words: Equivalent Fractions, Numerator, Denominator, Equivalence, Fraction Wall Learning Activities Starter/Introduction The starter activity is intended to recap the students ability to write a fraction as a way of representing part of a whole. Students will need to use their intuition to determine the denominator of the shape. They will probably need to work in pairs so that they can discuss ideas. Even with peer support students may require some guidance. Once they have determined the denominator the numerator should be simple enough. Have students work on mini-whiteboards so they can sketch the diagram in order to make sense of it. Discuss approaches as part of a mini plenary. Development Use the fraction wall to enable the students to visualise different ways of making a half. Encourage the students to be creative with how they make the half. For instance rather than using just they could choose and . Whilst the lesson is not necessarily about adding fractions this provides some insight for the application of equivalent fractions. Work through the first slide with the students by having them choose different combinations which they can show the teacher on mini-whiteboards. Before moving onto the second slide it is important to provide a clear written method that backs up the visual representation. Emphasise that for two fractions to be equivalent the numerator and denominators must be multiplied by a constant. The second slide is intended to consolidate the written method since the fraction wall is no longer provided. It may be helpful for the less able to have a printed fraction wall at their disposal. Students should be able to work through the majority of the second slide independently. The use of a scientific natural display calculator should be encouraged throughout the lesson as a way for students to enter a fraction and check its simplified equivalence. Plenary The plenary is intended to cover each of the differentiated learning outcomes since a fraction wall can be used for most of the fractions given. Pose the question with no guidance at first so the teacher can assess whether the students are able to intuitively apply the concept of fraction equivalences. They may need some guidance depending on the ability of the class. Students should work in pairs so they can discuss the work. Hopefully, they will realise to use to use the simplest denominator and simplify the . Have students present their work on mini-whiteboards so the teacher can assess the progress of each student. Differentiation More able: Students could move on to equivalence of mixed numbers and top heavy fractions. Ordering fractions where the denominators are not factors of each other will force the students to use the lowest common multiple. Less Able The use of a fraction wall should be encouraged throughout. Regularly checking their answers on a scientific calculator with a natural display will provide immediate and accurate feedback. Resources: Laminated fraction wall Miniwhiteboards