Lesson Cycle

Lesson Title/Topic:

Concept: 6th Grade Equal Fractions Review

Standards/Rationale: TEKS 111.26(b)5(C)

Learning Target: Given a set of fractions, Assessment: The Think-Pair-Share

the student will find the equivalent fraction, answers.
90% of the time.

Materials: Balloons, Construction paper, scissors, Fishing for Equivalent Fractions game,
permanent marker, Equivalent Fraction list

Lesson Cycle: (Direct instruction)

The teacher will: The student will:

Focus/Mental Set:
Show Equivalent Fractions Song Watch the Equivalent Fractions
(see reference below) song
Nancy, what did you notice about Nancy will answer the question.
1/2 and 2/4? What had to happen to Sid will answer the question.
1/2 to make 2/4?
Sid, what did you notice about 1/3
and 3/9? What had to happen to 1/3
to make 3/9?

Teacher Input:
Equivalent fractions are fractions
that equal the same amount of the
whole piece.
o Ask Cindy what is the
numerator?
o Ask Dave what is the
denominator?
After students answer, show the
image of the labeled numerator and
denominator.
Say, remember to find equivalent
fractions, multiply the numerator
and denominator by the same
Listen to explanation of equivalent
fractions.
o Answer the numerator and
denominator questions.
Look at the image of the labeled
numerator and denominator
Look at the images showing
multiplying the numerator and
denominator by the same number.
Answer we never add or subtract to
get the equivalent fraction.
 number (see reference section
below for example).
Ask Marisa, can you add or
subtract, to get an equivalent
fraction?
Have balloons blown up with
fractions written on them. (see
image in reference section)
o Ask students to pair up Pair up
o Ask students to find the Walk around the classroom looking
equivalent of . for balloons with equal fractions
o Ask Joel and Courtney to and repeat.
tell the class which fraction Answer with which fraction was
he or she found. found when asked.
o Repeat with 1/3, 1/4, 4/8, Repeat for each fraction called out
2/3, 26/52 by the teacher.
o Ask 1-2 students
(specifically by name) to tell
the class which fraction he
or she found.

Guided Practice:
Hand out 5 strips of different Follow instructions to create the
construction paper. fraction manipulatives.
o Tell students how to fold
and cut each strip.
o Tell students which fraction
to write on each piece.
Work through the Equivalent Work through the Equivalent
Fractions list with the class. Fractions list with the fraction
manipulatives.

Independent Practice:
Have students stand up, hand up,
pair up.
Hand out the Fishing for Equivalent
Fractions game.
o Let students know it can be
played like Go Fish or as
a memory game.
Set an 8-minute timer, and then
have the students switch the mode
of the game.
Stand up, hand up, pair up.
Decide as a pair to pay Go Fish
or memory.
Try to collect as many sets as
possible of equivalent fractions.
Switch to the game, which was not
being played, after 8 minutes.

Closure:
 Think Pair Share
o Ask what are equivalent
fractions?
o What is an equivalent
fraction to 1/2?
o What is an equivalent
fraction to 1/3?
Options:
Enrichment:
Teacher will provide a handout on
comparing fractions and
percentages.
Students over 80% on the pre-test
will work on comparing fractions
and percentages.
Use a 10x10 grid to make an
abstract or real art piece.
Write fractions for how many
squares of each color were used &
convert to percentages.
Modifications/Correctives:
Follow IEP
References:
Equivalent Fractions Song by NUMBEROCK on YouTube - http://bit.ly/2gADKMz
Labeled numerator and denominator
Pair up and think about the
question, then turn to the partner
and share the answer.
Put both names on a piece of paper
and then write down the answer.
Turn it in on the way out.
Reteach: The teacher will use equal sized
shapes divided into different amount of
sections to show equivalent fractions. The
students will play Fraction Bump. There
will be a game board with shapes divided
and partially shaded. The students will pair
up and roll the dice, which has fractions.
The student will have to find an equivalent
shaded shape. The student will cover up
the image with a counter chip. The next
student will do the same. If the image is
already covered up, then the student can
choose to bump the counter or place his or
her counter on top in order to secure the
image. Once two counters have been
placed on the image, it can no longer be
used. The game is over when all the
images are covered.
Example of multiplying numerator and denominator by the same number

Equivalent fraction balloons