Title: Equivalent fractions Description (1-2 sentences): In this lesson, students will learn that fractions can be equal,

even if they have different denominators, as long as those denominators are divisible. They will learn how to use this information to solve word problems, as well as how to use it in their daily lives. Subject: Math Instruction time: 80 Min Students level by grade: 9th Standard(s) to be addressed: 3.NF.1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. 4.NF.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. Resources used in this lesson (use correct citation): Math Textbook Amazon sheets Dollar representations (teacher generated) Pie cutouts Packet (teacher generated) Learning Objectives that meet the standard(s) above (no more than three objective objectives): At the end of this lesson, students will be able to identify equivalent fractions and generate their own equivalent fractions when given a fraction with 85% accuracy. At the end of this lesson, students will be able to look at a fraction and say whether it is possible to find an equivalent fraction or not. Essential questions for this lesson: How do we use fractions in our own lives? Motivational strategies that you will use: Praise Points Free Time at end Type of instructional method(s) used in this lesson: Direct instruction Peer Groups Lesson ProceduresList carefully and completely (What will the students do?): 1. As the lesson begins, students will work on the Warm-up on the board.

2. After students have been given ample time to work on it, teacher will bring class together and do the problems out loud with the students supplying how they worked on their problems 3. Students will bring their desks close to the person next to them and will each receive a pie cutout. Teacher will explain what each cutout means. The students will use the cutouts instead of the fraction strips that the book calls for. 4. The students will work with a partner to explore what equivalent fractions actually are using the pie pieces, while writing down observations in the notebooks. 5. The teacher will lead the students through pages 56-59 of the textbook. Students will get the opportunity to try problems by themselves, with the teacher then giving guided practice on how to achieve the assessment. 6. Students will participate in the Amazon Money activity (teacher generated). This activity will have students using monopoly money to buy items from amazon, explaining how the money they used is equivalent to the money spent by another one of their classmates (with different amounts). 7. Students will fill out the equivalent fractions page in their flip book. 8. Students will complete an equivalent fraction practice sheet. Technology needed for this lesson to be successful: Elmo Adaptations needed to meet student needs: Students will have all directions read out loud. Some students will be given extra time while answers are given, or may be given shortened problems. Thinking strategies used in this lesson: Comprehension-Students will comprehend the difference Application-Students will be able to apply what they know about money to fractions, and then will hopefully be able to apply what they learn about fractions today to their real life. Analysis-Students will have to analyze why the fractions are equivalent, what do they share in common. Assignment (what happens after the lesson; if no assignment, write none): None

Assessment of objectives for today (how do you know what students learned?): Students will take the assessment in their binders, which will be graded for points.

2/7/12

WARM UP
1) Because everyone has been behaving so well, Ms. Kent decides to bake cake for her classes. She bakes 3 cakes for her 9 students. Unfortunately, while trying to balance them, one of the cake falls. How can Ms. Kent evenly divide up the remaining TWO cakes among her nine students? What fraction of the total amount of cake would each student receive? Please draw a diagram and shade in the pieces, as well as giving the total fraction.

2) How many

1 --4

equal

3? ---12

3) Solve for the X. 4x+3=32

4) Use your order of operations to solve the following problem (28+16)/(4+ 7)+3=??

Fraction $$ Table
$50
Derrick Rose Shoe
($100)

$20

$10

$5

$1

Earrings
($70)

Drake CD
($15)

Cotton Candy Maker

($40)

Batman Video Game

($50)

Paranormal Activity
($22)