Title: Investigate – Equivalent Fractions Lesson: 6.

1
Objective: CCLS:
Students will be able to: model equivalent fractions CC.4.NF.A.1
They will do this by: using fraction tiles
I will know they have done well when: they are able to
demonstrate equivalent fraction in number and tile form
Vocabulary: Prepwork/Resources: Digital Path:
Fraction White Boards Interactive Student Edition
Numerator Fraction Tiles
Denominator
Equivalent Fractions
Daily Routines: Engage:
Problem of the Day Within their assigned math group, students will work together to analyze two different
Transparency 6.1 fractions, 1/2 and 4/6 shown on the Smartboard. Students will be asked if they would
rather have a piece of pizza from 1/2 or 1/6.
Teach and Talk (I Do): Higher Order Questions :
A review of vocabulary will be used as a guide in reinforcing 1. What fraction can you write to rename 1/3?
skills necessary in demonstrating fractions. 2. What do you notice about the areas that are shaded
in Part A and Part B?
The teacher will then transition into a pizza model to engage
students and to use real-world applications. 3. How will the numerators in the fractions be
related?
Fractions show parts of a whole. 4. How could you use a model to show that 4/8
=1/2?
For example: If you eat two slices of pizza, there is no longer a
whole pizza because two pieces are missing. So you ate 2 out 5. How many eighth-size parts do you need to model
of the 8, or 2/8. As with everything in math, these numbers ¾?
have a name. 2, numerator, is the number you used. 8,
denominator, if how many you started with.

2 <- Numerator

8 <- Denominator

Using the previous fraction, the teacher will explain that 2/8 is
one fraction. If a friend also decided to eat two slices, then the
fraction would change to 4/8.

4 <- Numerator

8 <- Denominator

But, 4/8 can also be written a different way.

Equivalent fractions means equal fractions.

We can say that we ate 4 out of the 8 slices, or we can also say
we ate ½. Both fractions are equal, or equivalent

.
Title: Investigate – Equivalent Fractions Lesson: 6.1
The teacher will then demonstrate that multiplication plays a
role in showing equivalence.

1 = 4 Think: What number multiplied by 1 is equal to 4?

2 8 What number multiplied by 2 is equal to 8?

This will then transition into the Interactive Student Model:

Joe cut a pan of lasagna into third-size pieces. He kept and

gave the rest away. Joe will not eat his part all at once. How
can he cut his part into smaller, equal-size pieces?

He has 2/3 of the lasagna left. In order for things to be equal,

you cut it in half. So, we have to think of how we can cut the
entire lasagna in half.

1 2 3 4 5 6

If he cut the entire pan into equal pieces, he would have 6

pieces instead of 3.

If we look at the pieces, we see that 4/6 is the same as 2/3. This
means they are equal or equivalent.

So now we have 4/6

1 2 3 4 5 6 7 8 9

If he decided to cut them into even smaller pieces, we would

see that there would be 9 pieces. Even if he cut them into
smaller pieces we would see that 6/9 is the same as 2/3 and also
4/6. All of these fractions are equivalent.
Title: Investigate – Equivalent Fractions Lesson: 6.1
Practice/Share and Show: On Your Own:
Students will be prompted to use fractions tiles where
Savannah has 3/6 yard of ribbon, and Isabel has 5/8yard of applicable.
ribbon.
If students complete the checked exercises correctly,
How can you determine whether Savannah and Isabel have the they may continue with the remaining assigned
same length of ribbon? exercises.

*Students will be prompted to work within their math groups to

use fraction tiles in order to determine if Savannah and Isabel
have the same amount of ribbon.

Students will then put 2 fingers up for Savannah, and 1 for

Isabel.

They will then transition to pg. 329 for the check problems in
order to demonstrate understanding.
HOT Problem:
 Exercise 10 requires students to synthesize what they have
learned about modeling equivalent fractions and the
relationship between numerators and denominators in
equivalent fractions.
Small Group/Independent Work and Learning Tasks (Differentiated)
Go Deeper: (Video Tutorial)
Exercise 11 requires students to use higher order
thinking skills to find an error. They must compare the
shapes to determine if their ¼ size pieces are equal.
They should conclude that the pieces are not equal
because the fractions must name parts of the same-size
whole. Students then correct the error by drawing two
models that show equivalents for ¼.

Below Level Activity: On Level Activity: Above Level Activity:

If child misses question 2 or 6, take If the child does not miss If the child does not miss question 2
as small group: question 2 and 6, they do: and 6, they do:

Reteach Activity 6.2, On Your Own Enrich Activity 6.2, pg. 329 #3-10
pg. 329 #3-8, 10 pg. 329 #3-8, 10, pg. 336 #14
Red: Yellow: Green: Blue:
Work with the Teacher Task Cards Writing in Math Advanced Learners
Draw a model to show 1/3 Activity
and 4 separate fractions that
is equivalent to 1/3.
Red: Yellow: Green: Blue:
Task Cards Work with the Teacher Advanced Learners Activity Writing in Math
Draw a model to show
1/3 and 4 separate
fractions that is
equivalent to 1/3.
Homework:
Practice Book pg. 331-332