Lesson Plan

Name: Casey Speed

Grade Level: 3rd Grade
Content Area: Math
Lesson Title: Fractions Bingo
TEKS:
Mathematics- 3.3. (F) represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using

a variety of objects and pictorial models, including number lines.

3.3. (G) explain that two fractions are equivalent if and only if they are both
represented by the same point on the number line or represent the same portion of
a same size whole for an area model.

Objectives: The students will better understand equivalent fractions.

Preparation (for the teacher): Teacher will provide the worksheets and other materials.
The teacher will introduce the activity by going through the rules. Then read a list of
fractions for the students to color pictures of write in number form in random spaces on
their bingo maps (be sure to stress that the fractions placement on the map should be
random). As well as giving an example of how to use the fraction bars and how the bingo
map should be filled out.
Preparation (for the student): The students will need colored pencils, fraction bars, a
pencil and a blank bingo map worksheet before the teacher begins going over rules and
examples. The students will fill out the first space in each square on the bingo map so that
they will have fractions on their maps to match up while playing.
Modifications: Students may work in pairs. They may also have extra time to complete
tasks as needed. They will already be given fraction bars as manipulatives for extra help
matching the equivalent fractions.

Instructions for students

1. The students will sit at their desks and review equivalent fractions.
The students will use their fraction bars to model equivalent fractions at
their seats.

Time Est.:
5 minutes

2. The students will listen to the teacher go over the rules of the game and
give examples of how to fill out the bingo map.

10 minutes

3. The students will start setting up their bingo maps by filling out the
spaces on worksheet in both pictorial and numerical form in a random
order as the teacher calls out fractions.

15 minutes

4. Once everything is set up for the activity the teacher will take a different
list of fractions that are equivalent to the ones on the students bingo maps
and read them one at a time as students use the fraction bars to match up
the equivalent fractions and fill them in on their bingo maps (by coloring
and writing in number form). The goal is for the students to get five correct
fractions in a row (horizontal, vertical or diagonal).

30 minutes

5. When the student thinks they have five in a row they say bingo and
raises their hand. They teacher puts the bingo map on the doc cam for the
class to see and review the fractions to check the students work while other
students compare to their own papers.

3 minutes

6. Wrap up activity by reviewing once more what equivalent fractions are.

10 minutes

Materials/Resources Needed: pencil, colored pencils/crayons, fraction bars, bingo mats,

prepared lists of equivalent fractions.
Questions to Provoke Critical Thinking:
Who can explain what a fraction is?
Who can explain what the word equivalent means?
Who can explain what an equivalent fraction is?
Can you give an example of an equivalent fraction?
Can you think of anything else that is equivalent?
Ways Students Can Represent Learning: The students will demonstrate their knowledge
of equivalent fractions in concrete, pictorial and abstract forms. The topic will also be
discussed as a class.

Ways Students Can Reflect on Learning: The fraction bars can be placed in the math
center for students to use to reflect on learning. A tub with materials for the game can be
placed in the math center so that students can play again. The winning bingo maps can
also be displayed in the room as examples for students to look at.
Assessment Strategies (ways to document that objectives were met):
Anecdotal records or a checklist from my observations could be used for assessment
along with the actual completed worksheets as proof of the students knowledge.
Connections/Bridges/Extensions:
The activity will help bridge the connection between fractions and equivalent fractions. It
will also broaden their vocabulary by teaching them the meaning of equivalent.
Follow-up Analysis/Reflection (How did participants respond? What worked? What
would you change?):

Did the students enjoy the activity?

Did the students get frustrated with the fraction bars and worksheets?

Was the lesson successful/ was the objective met?

Do I (the teacher) need to spend more time modeling equivalent fractions to the
whole class, small group, or individual mini-lessons?

I would have filled out the bingo mats myself before class to save time and avoid
confusion.

Example Bingo Mat Next Page

Equivalent Fractions