Concordia University Nebraska Education Department Lesson Plan Format

Name: Kat Fuller Grade Level: 6th

Topic/Central Focus Subject: Math

Equivalent Fractions Time Frame: 50 min

Standard(s) to be met in the lesson:

Content - 6.WFI.3
Processes and Practices – MPP1, MPP3, MPP6

Learning Objective: Assessment Tool(s) and Procedures:

TSWBAT explain how one fraction is equivalent Student work book
to another
TSWBAT make an equivalent fraction in two
ways (smaller and larger)

Research-Based Best Practice used in lesson and why it is appropriate/useful

Student Engagement used throughout the lesson

Student to come up to board and fill in chart, show an equivalent equation on table

Academic Language:
equivalent, fraction, multiply, divide

Materials: Technology:
Student workbook
Pencil/colored pencil Projected work and examples on board

Faith/Values Integration:

Assets (Knowledge of Students: personal, cultural, community)

Most of them went trick or treating the night before - compared sharing 1/3 of your candy
with 3/9 of your candy, which would you pick?

Updated 8/15/19
Concordia University Nebraska Education Department Lesson Plan Format

Differentiating Instruction
Identify the elements of the lesson that are differentiated (content, process, product).
Identify the student characteristic you will use to differentiate (readiness, interest, learning profile).
Explain how you differentiate (whole class, groups of students, individuals, or students with IEPs or 504 plans)
For the advanced students – asked to find fractions that were not equivalent
For the groups of students in the back – asked to send one student forward and show us how they find equivalent
fractions

Procedure with time allotments:

A) Hook/Engage/Pre-Assess Students
Refresh about hw – Q’s 19 & 26 and how they got their answers , they had to group the
fractions that were larger than 1 into the mixed number

How is this grouping different from the grouping we do with decimals?

- Decimals: always groups of 10
- Fractions: use the units in the fraction
Q’s 21 & 23 – ungrouping is different in fractions than decimals in a similar way

B) Communicate the purpose of the lesson to students (objective/assessment)

Now we are going to bring our focus to Equivalent Fractions

C) Instructional Sequence:
What do y’all think when you hear equivalent fractions? How do you think they’re
used?
Call for the definition from the class
Would you rather give someone 1/3 of your Halloween candy or 3/9?
Well, multiplying the numerator and denominator by the same number, you get more parts,
but they’re each smaller
This doesn’t only work for doubling it!
We can split into 3 or 4 equal parts and its still the same amount

Or

We can divide the numerator and denominator by the same number, and we get fewer
pieces, but each one is bigger

Either way, the value did not change, it is an equivalent fraction

Multiplication Table Equivalent Fractions pg. 131-132

- We will use this to find fractions equivalent to 5/6
- Thumbs up if hey see the two red strips of numbers
- At the top, follow from the twos column and we come to 10 above the 12, which is
the equivalent fraction of 10/12
- We get this from multiplying the numerator and denominator by 2, if we go to the
three column, will this also have an equivalent fraction?
- Allow for two students to show the next two multipliers
Finding a common denominator:
- When two fractions don’t have the same denominator, we have to change one or both
so we are working with the same size pieces

Updated 8/15/19
Concordia University Nebraska Education Department Lesson Plan Format

- Helpful to notice if one denominator is a factor of the other

- Then multiply the smaller fraction on the top and bottom to make the denominators
equal
- Activity Book page 133
- Call two students to show examples
Puzzled penguin
- Didn’t find a common denominator to start, they just added across the fractions

D) Closure: I’m not sure what to say here – I actually said the homework pages and
helped them with questions on it
- So today we have made equivalent fractions by multiplying and dividing
- Finish the homework pages and if that is done, stay caught up on think
central (online math app that supports their curriculum)

Analyzing Teaching (Reflection):

Completed after the lesson is taught.
Give evidence that the lesson was successful for students meeting the learning
objective(s).
They were agreeing with the examples everyone found for pg 133

If you could teach this lesson to the same group of students again, what are two or three things you would do
differently to improve the learning of these students based on their varied developmental and academic needs and
characteristics? Consider missed opportunities and other aspects of planning, instruction, and/or assessment.
Explain in the table below.
Clearly state each change you would Explain why and how you would change
make. it.

Updated 8/15/19