UFTeachers: ​ Grace Cho​, ​Harmony Hillman Date & Time of Lesson: Course Title & Level:

Monday, October 1, 2018; 5:00-5:50 pm Finding Equivalent Fractions

Learning Target: ​As a result of today’s class, students Sub-Objectives​: ​Will the learning target to be “chunked” into Modifications /Accommodations in
will be able to: sub-objective? Objectives for ​Struggling Students​:
Find equivalent fractions using visual Recognize equivalent fractions:
representations and be able to compare fractions.
-in word problems To accommodate struggling students, we
-in non-circle shapes will provide manipulatives in square and
NGSSS / MAFS:
Express fractions as sums of other fractions circle shapes (we want them to use the
MAFS.3.NF.1.3 square fractions, but if this is too difficult
Explain equivalence of fractions in special cases, and conceptually for some students, they will
compare fractions by reasoning about their size.
be able to use the circles instead).
a. Understand two fractions as equivalent (equal) if
they are the same size, or the same point on a
number line.
b. Recognize and generate simple equivalent
Modifications /Accommodations in
fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why Objectives for ​High Achieving Students​:
the fractions are equivalent, e.g., by using a visual
fraction model. High achieving students will be asked to
c. Express whole numbers as fractions, and complete word problems without using
recognize fractions that are equivalent to whole manipulatives and to explain their
numbers. ​Examples: Express 3 in the form 3 = 3/1; algebraic strategies to their classmates.
recognize that 6/1 = 6; locate 4/4 and 1 at the
same point of a number line diagram.
d. Compare two fractions with the same numerator
or the same denominator by reasoning about
their size. Recognize that comparisons are valid
only when the two fractions refer to the same
whole. Record the results of comparisons with
the symbols >, =, or <, and justify the conclusions,
e.g., by using a visual fraction model.
Formative Assessment: ​How will students be expected to demonstrate mastery of the learning target during in-class checks for understanding? (embedded
assessments, checking for understanding activities in order to assess if the students are meeting the stated ​learning targets (objective​) and ​sub-objectives.​ )
We will use FACT #35: “Odd One Out”. We will present the students with four fractions: 3/9, ⅓, 4/12, and 3/6. We will ask them to pick which one does not
belong and justify their answers. This will allow students to analyze the relationships between equivalent fractions using strategies from our previous and
current lesson. Students can use algebraic methods or compare the fractions using manipulatives to work on this problem.

Student Self-Assessment: ​What form of self-assessment and goal-setting will be used?

Each student will be asked to explain or demonstrate their work for the rest of the class when answering a problem. This way, students can think more
carefully about their own strategies and hear feedback from their peers. We will provide an agenda for the day so students can monitor their progress
through our learning goals.
Mathematical Practices: ​Which Mathematical
practice(s) will be targeted for proficiency
development during this lesson? (HIGHLIGHT
applicable practices)
· ​ Make sense of problems and persevere in
solving them.
· ​ Construct viable arguments and critique
the reasoning of others.
· ​ Reason Abstractly and quantitatively.
· Model with Mathematics.
· ​ Attend to precision.
· ​ Use appropriate tools strategically.
· Look for & make use of structure.
· ​Look for and express regularity in
repeated reasoning.
What and A​ cademic Vocabulary​ will be
introduced or reinforced in this lesson?
How will that occur?
We will be reinforcing the term
“equivalent fractions” through our
lesson. We will ask students to, when
answering, state that “(fraction 1) is
equivalent to​ (fraction 2)” rather than
saying they are the same or are equal.
We will also ask students to reflect on a
definition of equivalent fractions to
make sure they fully understand what
the phrase means/represents.
How will students connect
learning to ​Real-World ​and
Interdisciplinary
Applications​ or
experiences?
Students will be solving
real-world word problems
to further their
understandings of
equivalent fractions. These
problems will help
students understand how
to compare
similar/dissimilar fractions
in real life (as in comparing
whether someone got the
same portion of something
as they did).
What ​misconceptions may
need to be addressed? How will
you do so?
Students may have difficulty
comparing fractions that are
equivalent because they
cannot see fractions as sums
of smaller parts. They may not
be able to choose an
appropriate factor to
divide/multiply by when
algebraically comparing
fractions (such as trying to
reduce 6/9 by dividing the top
and bottom by 2 instead of
seeing that both numbers are
more easily divisible by 3).
 Activity/Tasks What will you be doing? What will the students be doing? How will you differentiate? What assessing or advancing
Middle Level Struggling or questions will you ask?
Higher Achieving?

Beginning of We will begin class by using Middle achieving students may Struggling students may have - Why did you choose to put all of
class our fraction puzzle activity use trial and error to complete the trouble completing the two these fractions together?
engagement: (as discussed in last lesson circle as well as knowing that the circles and use trial and error
Warm-up activity plan). Students will work in fractions should equal 1. They until they find the correct - Do you notice anything about
connecting to prior pairs to construct whole understand the concept of solution. the pieces that make up each
knowledge, circles using our puzzles fractions as part of a whole. whole? Do they have anything in
real-world, and/or (with the representative Higher achieving students may common?
interdisciplinary fractions labeled, and all the complete the circle by finding
applications ​that pieces mixed up), and we common denominators and - Is there another way we can
increases student will ask them to discuss why adding the fractions together write any of these fractions, like
interest ​in the they chose to put certain so that it equals 1. we did last week?
lesson. fractions together.
- Are any of these pieces
(15 minutes) equivalent?

- Can we write any of these

fractions as sums of other
fractions?
 Activity/Tasks What will you be doing?
Activity/Task 1 We will present our
(explore):​ ​How students with the following
will the students be word problems. They can
actively involved use algebraic methods or
in understanding manipulatives to solve
and applying the them, and if there are
learning targets? enough students they can
work in pairs.
(15 minutes) “John ate ⅔ of his cookie.
Katie ate 4/6 of her cookie.
Did they eat an equal
amount of cookie? Explain
your answer using the
fraction manipulatives.”
“Jasmine has 3/9 of a
granola bar. Alexis has ⅓ of a
granola bar. Nylee has 3/6
of a granola bar. Shay has
4/12 of a granola bar.
Someone does not have the
same amount as everyone
else- who is it? Do they have
more or less than everyone
else?” -this is where we will
be employing our formative
assessment.
What will the students be doing?How will you differentiate?
Middle Level Struggling or Higher Achieving?
Middle achieving students will be
able to find if the fractions are
equivalent or not using the
manipulatives. They will
understand that they have to
simplify but they may have
trouble with it. Middle achieving
students may have some
knowledge of common multiples.
What assessing or advancing
questions will you ask?
Struggling students will have - What does is mean when two
trouble seeing that ⅔ and 4/6 fractions are equal?
are equivalent fractions
without using the - How do you know those
manipulatives. Using the fractions are the same?
manipulatives, they will be
- Can you think of other fractions
justify their answer that these
that are equivalent?
two fractions are equivalent.
Struggling students may have a
- Why do you think that fraction is
weak foundation of common
different? Can you show us how
multiples.
you got that answer?
High achieving students will be
able to explain why they are
equivalent without using the
manipulatives and can explain
that by finding a common
denominator/simplifying, the
fractions are or are not
equivalent. High achieving
students will have a strong
foundation of common
multiples.
Activity/Task 2 Students will be asked to Middle achieving students will be Struggling students will be -How did you complete this
(sense-making): explain their reasoning able to articulate their reasoning able to explain their reasoning, problem?
How will the task behind their answers to the and were likely on the right track but their ideas may be off track
develop student previous problems. Each conceptually, but perhaps made and inconsistent with our -Did you use your fraction pieces,
sense-making and student (or pair of students) an arithmetic mistake. lesson. or another method?
reasoning? What will be asked to show how
literacy or they completed the Higher-achieving students will -Would anyone like to show their
higher-order problems, either be able to explain their classmates how they completed
cognitive strategies algebraically or with reasoning in detail, show all of this problem?
will be employed? manipulatives. their steps, and their
explanation will be consistent -Did anyone else complete this
(10 minutes) with our lesson. problem the same way?

-Does everyone understand/agree

with the way this student solved
the problem?
Activity/Task 3 To extend our knowledge of
(extend):​ ​How equivalent fractions, we will
will the task ask students to write
require student fractions as the sum of other
conjectures and fractions. This will
communication in reinforce/assess our idea of
a collaborative equivalent fractions being
structure that equal to the same “big
promotes piece” using “smaller
individual and pieces”, but here we will
group explicitly be expressing
responsibility for them as sums to instigate
quality work? thinking about adding
fractions. Students can work
(10 minutes) in pairs like before, and may
use their fraction
manipulatives to visualize
each situation and/or check
their work.
Middle achieving students will be
able to find the fraction with the
given denominator but with some
guidance. They will have trouble
finding the sum of two fractions to
get 10/12.
Struggling students will be not
know how to find a fraction
with the denominator that is
asked for. They will have
trouble seeing the common
multiples and with simplifying.
High achieving students will be
able to complete the task and
find other fractions that are
also equivalent to the original
fraction.
- How did you get that number as
a numerator?
- Are these fractions equal? How
do we know?
- Why did you pick those two
fractions? Are they equal?
- Can you show the class how you
got that answer?
- What do these fractions have in
common?

“Write ¼ as a sum of
fractions whose
denominators are 8.”
“Write 6/9 as a sum of
fractions whose
denominators are 3.”
“Write 10/12 as a sum of
fractions using two different
denominators.”
Student-led closure Before the students leave,
and checking for we will give them 1-2
understanding of minutes to think of a
the learning target. definition for “equivalent
fractions”. We will ask them
(3-5 mins) to share their definitions
and, as a class, find one
characteristic that everyone
seemed to think was
important for their
definition.
Materials Needed: ​Fractions manipulatives from last week (circles and
squares, please!)
Middle achieving students will be
able be give their own definition
of equivalent fractions but might
still have some misconceptions.
They may still have trouble
simplifying fractions.
Technology Tips:
N/A
Struggling students will have -How would you define the term
trouble explaining equivalent “equivalent fractions”?
fractions. They may
understand that equivalent -What is one key part of
means equal amount but not equivalent fractions that most
understand why/how different students/everyone stated?
fractions are equal.
Higher achieving students will
understand equivalent
fractions and be able to
explain. They may also be able
to give multiple examples
when describing their
definition.