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Equivalent Fractions

 

Objectives:  The student will identify equivalent fractions, comparing and ordering fractions by creating and using fraction strips and a variety of games.

                      

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Instructional Plan

Equivalent Fraction Assessment

 

Instructional Plan Template

Mathematics Governor’s Institute 2005

 

 

Names of group members: Karen Bagdes-Canning, Noreen Fleming,

                                                Nancy Tsupros, Jeff Verner

 

Topic/Theme: Equivalent Fractions

 

Level: Fifth Grade

 

Time Element: Three 60-minute lessons.

 

NCTM Standards Addressed:

Number of Operations: Understand numbers, ways of representing numbers, relationships among numbers, and number systems

Process Standards: Problem solving, communication, connections and representations

 

PA Math Standards Addressed: 2.1.5.D, 2.2.5.A, 2.2.5B, 2.2.5.C, 2.25.I

 

Math Assessment Anchors Addressed:

M5.A.1.5 Use or develop models to represent fractions and/or mixed numbers.

M5.A.2.1 Solve problems involving decimals, fractions and/or whole numbers (straight computation or word problems).

 

Reading Assessment Anchors Addressed:

 R5.A.2.1 Identify the meaning of vocabulary from various subject areas.

 

Objectives:  The student will identify equivalent fractions, comparing and ordering fractions by creating and using  fraction stris and a variety of games.

 

Instructional Strategies and Plan (include strategies used to help different types of learners, i.e. auditory, visual, etc):

Lesson #1—Making fraction strips:

1.                  Students will create a list of ways they use fractions within their daily lives.

2.                  Each student will be given a set of eight pre-cut strips of paper in eight different colors cut from card stock. (Each colored strip will represent a different fraction set).

3.                   Students begin by folding a strip   into two equal pieces.  Ask what they know about these strips. After suggesting these represent one-half, they will label this strip.

4.                  Students will take another strip, folding it into four equal pieces.  They will be asked what they think of these strips.  Recognizing one-fourth, these strips will be labeled.

5.                  This process will be continued with remaining strips one-eighth, one-third, one-sixth, one-ninth, one-fifth, and finally one-tenth.

 

Lesson #2 – Comparing equivalent fractions

  1. Have students work in pairs to discover relationships with their fraction strips.
  2.   These relationships will be recorded in their math journal.
  3.   Examples of their discoveries will be shared with their partner.
  4.   Teacher will facilitate as groups of students will share examples with the class.
  5. Possible Discussion Questions: 
    1. When you folded your strip into two parts, what fraction of the whole strip did one strip represent?  (1/2)
    2. When you folded your strip into four parts, what fraction of the whole strip did one strip represent? (1/4, inquire about others)
    3. What other fractions are the same as ˝?  (2/4, 3/6, 4/8)
    4. What other fraction is the same as 2/3?  (4/6)
    5. What fractions are equivalent to 2/6? (1/3))
    6. What fraction is equivalent to one-whole?

 

  1. Students will be given a  index card with a given fraction printed on it.  (1/2, 2/4, 3/6, 2/3, 6/9, 2/10, 1/5, 1/3, 4/10, 2/5, 4/8, 0, 1, 3/3, 8/8).  Ask students to order themselves, holding their fraction  cards, from least to greatest. Identify equivalent fractions.

 

Lesson #3 – Technology connection

1.      Fraction concentration game available under tools category

     at www.illuminations.nctm.org/tools

2.      Equivalent fraction matching activity is found under grade 4 at www.hbschool.com/activity/elab2004

3.      Fresh baked fractions game http://www.funbrain.com/fract/index.html

 

6.                   

 

Materials/Resources:

 Day 1: Pre-cut colored card stock for rectangular fraction strip pieces, envelopes, scissors, pencils, overhead projector with overhead fraction strips.

 Day 2: Fraction strips from previous day, overhead fraction strips, Index   fraction cards with various fractions labeled.

Day 3:  Computer Lab for technology connected lesson. Assessment quiz.

 

 

Interdisciplinary Connections:

·         Reading

  Hershey’s Fraction Book by Jerry Pallotta (Scholastic)

 

·         Technology

Fraction concentration game available under tools category at www.illuminations.nctm.org/tools

Equivalent fraction matching activity is found under grade 4 at www.hbschool.com/activity/elab2004

 

 

·         Other

 

 

Assessment Strategies:

·         Formative Evaluation (checking student understanding during the lesson):  Lesson #2—Student progress will be evaluated.

 

 

·         Summative Evaluation (How will it be determined that the objectives were achieved?): Students will complete the assessment quiz.

 

 

Correctives/Remediation:

            Fraction strips will have folding markings.

Corresponding pictorial representation cards for supplemental use.

 

Extensions/Enrichment:

            On-line concentration game (See technology)

 

 

Special Accommodations (special needs students)

·          Description of the Special Needs student selected:

This student has more serious concerns than just academic needs. Meet with school guidance counselor or social worker.

 

·          Accommodations to use with this student:

Intensive instruction small group 3xs/wk for 20-30 min.

Read books with basic fraction concepts written at a lower reading level to a K-2 student to build self-esteem.

Carefully choose a study partner for small group activities.

Recommend after school activities/tutoring if available.

Arrange weekly lunches with the guidance counselor or social worker.

 

 

Equivalent Fraction Assessment

 

 

 

 Name:___________________________                            Date:______________

 

 Directions:  Use your fraction strips to answer the following questions.                            

 

 

 

1.)    Label the equivalent fraction on each fraction strip. 

                                                                      

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

       2.)  What fraction is represented by the shaded area?    ________

 


              

 

 

 

 

 

 

 

 

 

 

 

 

3.)     Write this fraction in an equivalent form using your fraction strips.

 

 

4.)    Order the fractions from least to greatest on the fraction strip.

1/3

5/10

6/9

4/4

2/3

1/4

  

0                                                                       4/8                                                                           1

 

 

 

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