Parker Weiss

Lesson 1

Subject/topic; Grade/Class; time/period; lesson date: Mathematics/ Equivalent fractions; 5th

grade; 50-60 minute lesson; October 6, 2017

SOL: 5.2 The student will a) represent and identify equivalencies among fractions and decimals,
with and without models; and b) compare and order fractions, mixed numbers, and/or decimals,
in a given set, from least to greatest and greatest to least.

Content Outline: Represent fractions with denominators that are thirds, eighths, and factors of
100 in their equivalent decimal form with concrete or pictorial models. Represent decimals in
their equivalent fraction form (thirds, eighths, and factors of 100) with concrete or pictorial
models. Identify equivalent relationships between decimals and fractions with denominators that
are thirds, eighths, and factors of 100 in their equivalent decimal form without models.
Vocabulary: Equivalent, Equal, fractions, decimals, numerator, denominator, convert

Rationale: The students should focus on determining the equivalent fractions of the familiar
fractions that have denominators that have factors of 100 and 10, making connections to tenths
and hundredths and connecting the idea that reduced fractions are equivalent fractions. Through
the lesson of matching equivalent fraction pairs the students will be able to see these
relationships and gain a better understanding of why and how fractions can be made of different
numbers but have the same value.

Objective(s) of the lesson: The student will be able to produce and evaluate equivalent fractions
through multiplication or division to both the numerator and denominator with 90% accuracy.

Lesson Opening: Write the word "equivalent" on the board. Ask students what word they see in
"equivalent" that looks familiar? (Equal) Once students see the similarities to "equal," explain
that equivalent fractions are fractions that are equal to one another.
Draw a circle on the board and split it in half. Color one half of the circle. Ask students what
fraction is being shown. Write "1/2" on the board (or have a student come up to write it on the
board).
Now, draw another line perpendicular to the first through the circle. Ask students what fraction is
being shown now. Write "2/4" on the board (or have a student come up and write it on the
board).
Explain that although these are two different fractions, they are equivalent to one another. The
amount shaded on the circle did not change, it was simply divided into more parts.

Connection: Return to the two fractions on the board: 1/2 and 2/4.
Explain and ask the students how to reduce fractions. Once the students explain that you must
divide both the numerator and denominator by the same number to reduce the fraction then the
connection of how to find equivalent fractions will then be made. To determine if two fractions
are equivalent, you must be able to multiply or divide the numerator and denominator by the
same number. I will ask the students what they can multiply both the numerator and denominator
by in 1/2 to have it equal 2/4.

Instructional Strategies/Processes: I will then revert back to the two pictures that were drawn
and point out how the two are the same. After giving them a basis of equivalent fractions, I will
show the students other fractions that are equivalent to 1/2 and 2/4, such as 3/6, 12/24, and
100/200. In each case, I will show the students how the numerator and denominator are
multiplied by the same number to create the equivalent fraction.
After giving them instruction on fractions equivalent to 1/2, I will show the students another
fraction: 8/24. Showing the students how the numerator and denominator could be divided by 8
to equal 1/3, or by 4 to equal 2/6 will give students the opportunity to use their prior knowledge
of reducing fractions and see even more of a connection.

Assessment: The student will use these cards to play a matching game. Divided up into pairs
among their tables, there will be three sets of cards. One set will be fractions, the second set will
be fractions in numbers, and the third set will be pictures of fractions. In each of the games the
groups are required to match the equivalent fractions to each other. Each station will have ten
minutes to complete the task. Because there are four pairs at each table the fourth pair is going to
be working on a practice page. On this practice page the students have to come up with the
matching equivalent fraction. After ten minutes they are to switch stations and work on the next
matching game or practice page. In addition to the problems on the practice page, each student
will be asked to come up with two their own equivalent fractions on the back of the page.

Closure: I will have some students share the equivalent fractions they came up with from the
back of their worksheet. As the students share, I will have have the rest of the class determine
how they know these fractions are equivalent. For example, 2/3=10/15 both the numerator and
denominator were both multiplied by 5.

Materials/Equipment: Free print out of matching cards and printable practice sheet.