1.

When first working with fractions with unlike denominators, there are a few

prerequisite skills needed in order to properly understand this new skill. First,
learners will need to already understand what a denominator is, and its purpose
in the part-whole relationship. The denominator, or bottom number, lets us know
how many parts the whole is broken into. They will need to understand basic
multiplication as well, as that is the math action done when finding equivalency.
Finally, they will need to be able to understand comparing fractions with like
denominators; this is a lesson on different denominators, so a new whole is
being compared. They should be aware that the numerator, or top number, lets
us know how many parts of the whole are being considered.

2. How I would introduce equivalent fractions with manipulatives is first ready the

group of students for the lesson by activating a bit a prior knowledge. They need
to be prepared by letting them know they are already a little aware of fractions,
this will help link their new and old knowledge. I would ask Think in your mind for
a second you are at home and you ask your parent for a cookie. When you are
handed one, you are told to cut it in half to share with your sibling. What would it
look like? after waiting for a few responses trying to get somewhere near two
equal pieces I would verbalize key words that were mentioned such as equal,
same and then ask What do you think half would look like, if that cookie were
cut into four pieces, instead of two? This is when the students are instructed to
take out their shapes. They will be creating fractions that are equivalent to .
They will have readied fraction baggies that contain shapes made of
construction paper to fill pie shaped region models in order. They will be able to
explore the concept of equivalent fractions, how different one-half can look when
comparing 2/4 or 4/8, but still represent the same amount. Once they take out
their pie shapes, they will be instructed to use the slices to represent . I will

then ask, How many of the slices will fit in the half?, What about the
slices?. They will be able to see two of the slices are needed to make half,
whereas four of the slices are needed to make half. It is important that the
learners are given varied experiences when learning math concepts (Reyes,
2012), so after working a few examples with the pie region models, they will be
instructed to do the same with the rectangle region model. This will allow them to
see how different one half can look in other forms, and not cause confusion such
as thinking only circles can represent fractions.

3. Finding equivalent fractions is the fraction version of multiplying a number and

one. Equivalent means same, so how is the same found of a number- by

multiplying it and one (Reyes, 2012, p 256). In the case of finding equivalent
fractions, you are multiplying your fraction by one that is written in another way.
For example, you have and want to find a fraction that represents that same
amount, so you multiply it with a whole such as 2/2. Multiplication is done x 2/2
= 2/4. One times two is two, and two times two is four. Thus, is equivalent to
2/4. The whole (in this case 2/2) is our fraction that represents one whole- just
cut into different slices. Another example is take and multiply it by 2/2.
1/3x2/2=2/6. One times two is two and three times two is six. Thus, and 2/6
are equivalent fractions.

4. In order to transition learners into abstract understanding from concrete

experiences, it is important to guide their experiences with specific intent of

incorporating their new abstract paper-and-pencil learning with their working
knowledge of the manipulatives. These students have been learning about
equivalent fractions by filling circles and rectangles with equal pieces. One way I
would prepare them for representational problems would be to add a journal

component to their concrete explorations. After they explore an equivalent

fraction with the manipulatives, they are to report their findings in their journals.
Once they seem to have a good understanding of the manipulatives, I will then
instruct them to draw what their region model looks like for fractions they create.
This is when I will introduce word problems that have relevance to their real life
experience, something that is crucial for meaningful learning to occur. For
example, one word problem could be Imagine you want to have a pizza party for
a few friends. How can we divide the pizza in order for 3 people to have an equal
slice? After calling on a student for an answer, I will have them justify How do
you know? or conversely call on another student to agree or disagree and
explain their reasoning. This would be to facilitate mathematical dialog between
peers as well which helps make meaning (Reyes, 2012, p 181). To continue this
example I could possibly go onto next say Now what if someone had already cut
the pizza into 6 slices? How will everyone get the same amount? After the youth
draw their pizzas/use their manipulatives , together we will write the
representative version of these fractions, and 2/6, saying In our pizza cut in
thirds, we each will get one slice, or one third of the pizza (I draw one over three
on the board). In our pizza cut in sixths, we get two slices, or two sixths (I draw
two over six). I will then say Through our pictures we know these are the same
amount, but what if we didnt have those? How can we find equivalency? I will
bring attention back to our equivalent fractions that we discovered through
manipulatives. What do you notice between the numbers =2/6? leading them
to see that both numbers are multiplied by 2/2, or one whole. We will continue
slowly easing away from the manipulatives, to the drawings to fully
representational problems. Through this dialog and probing questions, we will
learn about multiplying the fraction and a whole to get an equivalent fraction

which will help the students connect their concrete experiences to representative
fraction problems.

5. For an assessment to see if students have successfully transitioned from

concrete to representative problems, would be:

a. Find the equivalent fraction: x __ =__
b. Find the equivalent fraction: x __=__
c. Find the equivalent fraction: x __=__
d. Are these equivalent fractions? Explain why or why not. = 2/6
e. Are these equivalent fractions? Explain how you figured out your answer.

= 2/4
f.

Are these equivalent fractions? Explain how you figured out your answer.
= 2/8

Works Cited
Reys, R. (2012). Helping children learn mathematics. Hoboken, N.J.: J. Wiley.