LESSON PLAN

Havilah Jones GENERAL INFORMATION Lesson Title & Subject(s): Equivalent Fractions Math Topic or Unit of Study: Fractions Grade/Level: 3rd Grade Instructional Setting:
The lesson will be taught in a third grade classroom with 27 Students. Desks are arranged in 5 groups of 5-6 desks in each group. The classroom has a whiteboard at the front of the room and a projector.

STANDARDS AND OBJECTIVES Your State Core Curriculum/Student Achievement Standard(s):

Number and Operations Fractions: 3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Number and Operations Fractions: 3a Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. Number and Operations Fractions: 3b Recognize and generate simple equivalent fractions, e.g., =2/4, 4/6=2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.

Lesson Goals:
By the end of this lesson, students will be able to determine whether two fractions, such as 2/8 and 1/4 are equivalent.

Lesson Objective(s):
Given a worksheet with fractions, students will be able to determine whether two fractions are equivalent with at least 80% accuracy.

MATERIALS AND RESOURCES Instructional Materials:

6 pencils King Fraction role play activity: script and crown My Math book worksheet Color by Fraction activity sheet

Resources:
McGraw-Hill (2013). My math: Grade 3. New York, NY: McGraw-Hill Education. Shodor Education Foundation (2014). King fraction. Retrieved from http://www.shodor.org/interactivate/lessons/FractionKing/

INSTRUCTIONAL PLAN Sequence of Instructional Procedures/Activities/Events: 1. Identification of Student Prerequisite Skills Needed for Lesson (2-3 min):
Students will be familiar with dividing shapes into equal groups and labeling unit fractions. Students will be familiar with using fractions to name parts of a whole. Students will be familiar with placing fractions on a number line. Quickly review what a fraction is. Review the definitions of the numerator and the denominator.

2. Presentation of New Information or Modeling (10-15 min):

Begin by holding up 6 pencils. Ask how many pencils we have in the set. (6) Ask how many pencils would be half of the set. (3) Ask how we would represent this as a fraction. (3/6). Write the fraction on the board. We just decided that one-half of the 6 pencils is 3 pencils, or 3/6 (point to fraction). We also know that one-half can be written as . (write this on the board). Draw two rectangles on the board. Divide one in half. Divide the other one into 6. Shade in one half of each rectangle. Ask the class to explain what they notice about these fractions. 3/6 and are the same amount of the whole so they are equal. Write an equal sign between the two fractions. Explain that when two fractions are equal, they are called EQUIVALENT FRACTIONS. Have the students write the words Equivalent Fractions in their math journals. Write the definition: Fractions that represent the same part of the whole. Have the students repeat and write it in their journals. ROLE PLAY ACTIVITY: King Fraction Begin by reading a quick introductory story: Once upon a time, there was a kingdom located in a small valley in the middle of the Treturous Mountains. The inhabitants of this kingdom were very happy because they lived on the only inhabitable land for 100 miles. The kindgoms king, King Fraction, was a fair and generous king. King Fractions favorite hobby was to ensure everyone in his kingdom loved fractions as much as he did. King Fraction tested his subjects love of fractions at least four times a day by calling the entire kingdom together and having them play his fraction game. For the king it was thoroughly enjoyable to watch his subjects scramble around trying to follow his orders. Those subjects who participated were handsomely rewarded each month with a large shipment of food. Turn around and put on homemade crown.

I am King Fraction and you are my faithful subjects. Faithful subjects, I need 10 volunteers. Choose 10 students to come to the front. Could you please arrange yourselves in 2 equal groups? Have the students arrange themselves in 2 equal groups. Excellent, faithful subjects! Who can tell their king how many subjects there are in 1 of the 2 groups? Student answer Excellent! I have 10 subjects. When you place yourselves in 2 equal groups, there are 5 people in each group. What fraction represents one group? Student Answer Excellent! 5/10 is a fraction that represents one group because there are 5 out of the 10 subjects. Therefore 5/10 is equal to of my subjects. Now, my faithful subjects could you please arrange yourselves in 3 equal groups. If there are any people remaining please step into the waiting area. Excellent, faithful subjects! Who can tell their king how many subjects there are in 3 of the 3 groups? Student answer. Excellent! I have 9 subjects. When you place yourselves in three equal groups, there are 3 people in each group. Therefore, 9 is equal to 3/3 of my subjects. 3/3 meaning all 3 of the 3 groups. Who can tell their king how many subjects there are in 1 of the 3 groups? Student answer Excellent! I have 9 subjects. When you place yourselves in 3 equal groups, there are 3 people in each group. What fraction represents the subjects in one group? Student answer Excellent! 3/9 is a fraction that represents the subjects in one of my three groups. Therefore 3/9 is equal to 1/3 of my subjects. 1/3 meaning 1 of the 3 groups. Continue this scenario until you believe the students are making the connection between the equivalent fraction examples. For our lesson today, were going to be learning how we can decide whether two fractions are equal.

3. Guided Practice (10-15 min):

Tell the students a story about a boy named Noah. He has one half of a fruit pizza (draw a circle on the board, shade in half. Can Noah cut his half into smaller pieces and still have half of the whole pizza? Demonstrate that the half of Noahs pizza can be cut in half again by drawing a line using a different color marker. How many pieces are now in Noahs half of the pizza? (2) How many parts are there in the whole pizza if each half is cut in half? (4). Write the fraction that represents 2 parts of the 4 equal parts. (2/4) According to our picture, does this equal half? (yes) Can Noah cut each half of the pizza into even smaller pieces? (yes) Draw lines to make 8 equal pieces. What is each part called now? (1/8) How many 8ths are in each half of the pizza? (4) Write a fraction that shows 4 out of 8 (4/8). According to our picture, does 4/8 equal ? (yes) Write =2/4=4/8 on the board. Explain to the students that one method we can use to determine whether fractions are equal is drawing a picture. Another way is to use number lines. Two people were arguing one day about their bookshelf. This bookshelf had three shelves. Only one of the shelves had books on it. The first person said that 1/3 of the shelves have books (draw 1/3 on the board). The second person said that 2/6 of the shelves had books (write 2/6 on the board). Are they both correct? First, lets try solving this by using a picture. Draw a rectangle on the board. Divide it into three sections. Ask students to do the same in their math journals. Ask how many parts we need to shade in? (1) Now draw another rectangle. Ask how many parts we need to divide this one into? (6). How many pieces do we need to shade in? (2because that his the fraction the second person used). Ask students to shade in 2 pieces and decide if they are equivalent or not. Now lets do the same on a number line. Draw a number line on the board. Have students do the same in their math journals. Ask students how many sections we need our first number line divided into. (3) Divide number line into 3 sections. Ask students where we would find the point for 1/3. Plot the point. Draw another number line. Ask students how many sections this number line needs. (6). Divide number line into 6 sections. Ask students where we would find the point for 2/6. Plot the point. Ask students to compare. How do we know if the two fractions are equivalent? Show students the completed number line from Lesson 4-Fractions on a Number Line. Show them how some of the parts of the number line have more than one fraction above it. This is because they are equivalent fractions. They represent the same part of the whole.

4. Independent Student Practice (20 min):

Ask students to complete pages 603 and 604 from their MyMath book on their own. Walk around, observe and help any students that need it. Students that finish early may work on the Color By Fraction worksheet.

5. Culminating or Closing Procedure/Activity/Event (5 min):

Ask the students to explain what an equivalent fraction is. (fractions that represent the same part of the whole). Ask students to name a few different ways we can determine whether two fractions are equivalent. Review any concepts that students seemed to have a hard time understanding. Assign homework page 605.

Pedagogical Strategy (or Strategies):

Direct instruction, independent work

Differentiated Instruction:
Students who struggle with math will be seated near the front of the classroom. I will make sure to assist them during the independent practice portion of the lesson. Student with ADHD will also be seated near the front of the classroom. I will keep an eye on her and give her specific instructions and reminders when necessary. If she is having a hard time focusing on the assignment, she will be able to roll a dice and complete the number of problems that show up on the dice roll. Students who finish early will be given an extension activity called Color By Fraction

Student Assessment/Rubrics:
Informal assessment: I will assess the students as they are participating in the lesson. I will listen to their answers and identify those students that seem to have trouble understanding the concepts. I will observe the students as they complete their in-class independent worksheet. Formal assessment: Students will be formally assessed by completing their homework assignment. Students will meet the objective if they receive a score of 80% or more.