“Equivalent Fractions” Lesson Plan

Grade Level / Subject Area (Discipline) Teacher Candidate Name Date of Lesson
Fourth Grade / Mathematics Miss Bella Galli November 14th, 2018
(Hampton Elementary School)
Common Core State Standards and/or Michigan GLCEs and/or HSCEs (InTASC 1. Learner Development)
 Gain familiarity with factors and multiples.
o CCSS.MATH.CONTENT.4.OA.B.4 – Find all factor pairs for a whole number in the range 1-
100. Recognize that a whole number is a multiple of each of its factors. Determine whether a
given whole number in the range 1-100 is a multiple of a given one-digit number. Determine
whether a given whole number in the range 1-100 is prime or composite.
 Generate and analyze patterns.
o CCSS.MATH.CONTENT.4.OA.C.5 – Generate a number or shape pattern that follows a
given rule. Identify apparent features of the pattern that were not explicit in the rule itself.
 Extend understanding of fraction equivalence and ordering.
o CCSS.MATH.CONTENT.4.NF.A.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. Use this principle
to recognize and generate equivalent fractions.
o CCSS.MATH.CONTENT.4.NF.A.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 1/2. Recognize that comparisons are valid only
when the two fractions refer to the same whole. Record the results of comparisons with
symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Important Concepts (InTASC 4. Content Knowledge)

 Students will understand the differences between factors and multiples and recognize when to use
them (especially when finding common denominators in order to compare fractions).
 Students will explain how smaller fraction pieces can fit into larger fraction pieces (using visual aids).
 Students will use the symbols <, >, or = in order to compare larger to smaller fractions, and students
will be able to justify their answer.
Learning Outcomes (InTASC 4. Content Knowledge)
 Students will recognize and utilize factors and multiples when finding common denominators between
two fractions.
 Students will compare two fractions with different numerators and denominators by converting them
into common denominators (and numerators) and stating the comparison by using the symbols <, >, or
=.
 Students will explain why a fraction is <, >, or (less than, greater than, or equal to) another fraction.
 Students will use visual aids (different-sized fraction pieces) in order to see how smaller fraction
pieces can fit into larger fraction pieces.
Assessment Summary (InTASC 6. Assessment)
FORMATIVE ASSESSMENTS: For this lesson, I, the teacher, will first introduce the lesson by asking students
what they can recall from the lesson the previous day. I will also ask them if they understand the definition of
equivalent, which will lead into the connection of equivalent fractions. Next, I will have students use their
cut-out fraction pieces, which I will be also be using, modeling them on the Smart Board, and I will ask them
if they can use a different-sized fraction to cover a whole piece/if they can “fill” the whole circle. I will ask
what other fractions could also fit within the circle/whole piece. I will explain that because each color fraction
pieces are different sizes, it takes a different number of pieces to fill the circle. The smallest pieces will
require the greatest number of pieces to fill the circle, and the biggest pieces will require the least number of
pieces to fill the circle. Next, I will model the same, but using a half circle, and I will ask the students how
many fraction pieces (of common denominators) can fit the half piece. (I will also reference how fractions,
such as 5/5, model a whole piece.) Students will then go through their Math Journal page (p. 71), and I will
go through some examples with them. I will walk around and answer questions, checking their work. We will
then go through the answers in class, and I will assign them their homework for the evening, which is the
Math Boxes page (p. 72). I will allow students time to work and answer any questions that they may have.
Mrs. Jones, the teacher I am observing, will go through it the next day and check it over. (Throughout the
lesson, I will also make sure I pause and double check/look around the room to make sure all students are
grasping the concept of using their fraction pieces, so I will have them hold it up for me or raise their hands to
answer the problem.)
SUMMATIVE ASSESSMENT: The teacher, Mrs. Jones, will give the fourth graders a Unit 3 test once they
finish the chapter. This will focus on fractions and decimals. Students will “extend their understanding of
equivalent fractions and ordering, build fractions from unit fractions, understand decimal notation for
fractions, and compare decimal fractions”, according to the Common Core Standards for fourth grade
mathematics. (The summative assessment will allow Mrs. Jones to see how she will approach the next Unit
and change her teaching style, pace of teaching, and current routine, if needed. It will also allow her to see
which students may need extra help/tutoring, and she can look into that at the school, if needed.)

Prerequisite Relationships to New Learning (InTASC : Learner Development, InTASC 2: Learning Differences)
 Students know that a fraction is part of a whole (of an item).
 Students know the definition of equivalent.
 Students know the “parts” of a fraction: numerator and denominator.
 Students know how to compare items (numbers or visual aids) by using the symbols <, >, or =.
Flexibility and Responsiveness to Students’ Learning Needs (InTASC 2. Learning Differences)
1.) For students who do not have prerequisite relationships, I, the teacher, may start out with drawing
pictures or models to display the concept (drawing a whole piece – a circle – and drawing lines
through it to show pieces of the whole). I may also begin the class with a short review of comparing
two numbers using <, >, or =. It would also be beneficial to connect the lesson to a relatable object or
idea, so that the children will relate better to the lesson. For example, I may use a real-life example of
cutting a pie in order to remind the students of the concept of fractions. It is a whole, but if one piece
is taken, that is a fraction of the pie taken out. I could cut the pie into 4 pieces and take one out, then
ask, “What fraction of the pie did I take out? What fraction of the pie is left?” Finally, I may also ask
the students if they remember what equivalent means and remind them of the definition if they do not
remember.
2.) For students who show a lack of understanding, I will first make sure I keep my lesson short enough
to keep the students engaged, and I will also keep it simple and straightforward, making sure students
have the basic skills/ideas of the lesson down. I will provide examples of smaller and larger fractions,
displaying how they fit inside (and complete) a whole piece. Throughout the lesson, I will make sure I
am asking students questions and probing them for answers when I give examples. (I may use the
opportunity of an error to show students what to avoid and to test their knowledge on how they could
fix the error. I will try different activities with the class to find the best fit for the students.)
3.) If a student is mastering the lesson more quickly than expected, the teacher will ask questions to better
understand their skill and may provide them with slightly more complicated problems that can
challenge them to think outside the box. For example, I may give students three fractions to compare
using the <, >, or = symbols, rather than just two fractions. I may provide an extra activity or online
fraction game (that students can find on their Chrome Books) for students who finish homework in
class.
Instructional Procedures (InTASC 2. Learning Differences; InTASC 6. Assessmsnt; InTASC 7. Planning for Instruction; InTASC 8.
Instructional Strategies)

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Teacher Input – I will announce to students to get their math books out and turn to page 71 (Math Journal). I
will also ask them to get their fraction pieces out. Then, I will ask what they recall from their lesson the day
before, reminding them that they began a new unit on fractions. I will talk through the definition of
equivalence, asking students if they know the definition and connecting that into equivalent fractions. I will
then ask students if they can grab their fraction pieces and show me how to fill up the whole piece (the
circle), using smaller fractions that are the same size. I will go through examples on their Math Journal page
with them; then, I will let them finish it on their own and answer questions that they may have. (Students are
allowed to work together on this.) Then, we will check through the answers, and I will assign them their Math
Boxes homework (p. 72). I will allow time to work in class, and I will walk around as they work, answering
questions. I will make sure to keep the lesson short an engaging, scanning the room for signs of confusion
and asking for questions and confusion.

Checking for Understanding – Throughout the lesson, I will make sure to give students adequate time to give
me answers when going through equivalent fraction examples. I will make sure that they are understanding of
the parts of a fraction, the definition of equivalent, and what they are looking for, which are essentially
fraction parts that equal different fraction parts. As students work on their Math Journals and Math Boxes, I
will walk around and answer questions. I will also do examples from and check through the Math Journal
with the students.
Essential Question – “Good afternoon, class! I heard you guys started a new unit yesterday. Can one of you
recall what that is and explain it to me? (Pause and wait for answer.) We are going to continue working on
understanding and extending our knowledge of fractions today, by working with fraction circles and pieces to
find equivalent fractions. Do you guys remember what equivalent means? (Pause, wait for answer, and
explain, if needed.) Equivalent fractions are fractions that have the same value, but they look different
because they are made out of bigger or smaller pieces. Let’s go through some examples!”

Unit Questions – “What is an equivalent fraction? How can we display equivalent fractions using our fraction
pieces? How can 5/5, 6/6, and 7/7 all equal 1? What is the numerator and the denominators? Compare two
fractions using the symbols <, >, or =.”
Content Questions –
 Applying – Identify different-sized fraction pieces for the whole piece/circle.
 Analyzing – Compare different fractions by using the symbols <, >, or =.
 Evaluating – Explain why smaller fractions (fractions with greater denominators) require more pieces
to fill the whole piece/circle, and larger fractions (fractions with smaller denominators) require less
pieces to fill the whole piece/circle.
 Creating – What are some other fraction pieces that we do not have that may fit the circle? (Have
them provide examples of other equivalent fractions; they will do this on their in-class assignment
and in their homework, as well.)

Guided Practice – The students will work on the Math Journal page (p.71) in their Everyday Math Journal
book. They are allowed to think through and work together, and I will walk around and answer questions as
needed. For homework, the students will work in the same book on their Math Boxes worksheet (p.72), and I
will allow time for them to work in class. If they do not get it done, it will be homework. I will answer
questions as they work on this page, as well.

Closure – Students will be given an assignment for homework; it will be their Math Boxes page in their
Everyday Math Journal book (p. 72). I will have them work on it for the remainder of math time, and if they
do not finish, it will be homework. If they do finish, they may silently read a book. The next day, the teacher
will check through the assignment and evaluate how they are doing based on their homework and what
questions they ask.
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Independent Practice – For homework, the students will work in the same book on their Math Boxes
worksheet (p.72), and I will allow time for them to work in class. If they do not get it done, it will be
homework. I will answer questions as they work on this page, as well. They will go over and check the
homework the next day in class.
Lesson Timeline (Summary of Instruction) (InTASC 8. Instructional Strategies)
Start of the Lesson Mid-Lesson Activities End of Lesson Activities
 Have students first grab  Ask students to pick up the  Go through a few examples
their math books and turn “whole” piece. Then, ask in first couple boxes on
to page 71, which is their how many pieces of a Math Journal page (p. 71),
“Math Journal” page. certain color piece/fraction then allow students to try
 Introduce lesson by first fit within the whole piece. on their own. They are
asking students if they can (Ask a few questions like finding equivalent fractions
recall what they learned this/provide examples; and can utilize their visual
yesterday. (State that they have students model their aids to help them.
started a new unit on answers.)  Walk around class; answer
fractions yesterday, and  Ask students what other questions.
today, they will extend ways they can cover a half  Check through answers as
their knowledge of them circle (half of a whole a class.
even more.) piece), using smaller  Assign homework that
 Ask students what the pieces/fractions. (Ask if students may begin in class
definition of equivalent is; they see any patterns in the (and could finish
clarify the meaning and fractions equivalent to ½; depending on time).
connect it to fractions. have students model their Homework is “Math
answers with fraction Boxes” (p. 72).
pieces.)  Walk around class once
 Ask how 5/5, 10/10, and more; answer questions.
12/12 (or any variety of
“whole fractions”) can all
be equal to one, even
though they all look like
different numbers.
Lesson Materials, and Supplies (InTASC 2. Learning Differences)
 Math book – Everyday Math Journal (Contains “Journal” and “Math Box” pages for in-class work
and homework)
 Manipulatives/Visual Aids – Whole and Fraction Cut-Outs (Students already have been given these
during a previous lesson.)
 Pencil
 Smart Board
Additional Information Required by Individual Course Instructor: Specialized Pedagogy (InTASC 2. Learning
Strategies)
Special Needs and Gifted/Talented Students
(See Flexibility and Responsiveness to Students’ Learning Needs)