Grade: 4 Lesson Title: Equivalent Fractions Date: 04/19/12

Strand / Curriculum Expectations Demonstrate and explain the relationship between equivalent fractions, using concrete materials and drawings.What do students need to know and be able to do? (consider prior knowledge based in curriculum)How to represent fractions.That fractions are part of a wholeWhat each of the numbers mean (numerator and denominator)Sets and parts of the wholeBenchmarksLearning GoalsContent:We can name and represent the same fraction in different ways.

Process:

Representing fractions using tools, drawings and numbers

Oral Communication:

Do the math (anticipate different strategies students may try) Anticipated Consolidation Highlights and Summary (what skills does each strategy emphasize)

Choose one of the fractions below; represent and name the fraction in as many as you can.

1/2,1/3,2/5, ¾

Use the paper and acetate fraction circles

Provide money

Cuisenaire Rods

1. Drawings of sets, parts of a whole

2. Arrays

3. Creating doubles, by cutting pieces in half

4. Using multiplication

Lesson Components Anticipated Student Responses and Teacher

Prompts / QuestionsDuring / Action / Working On ItStudents are as to working groups of 3 or 4.

Groups are provided with large paper, markers, fraction circle drawings, fraction circle acetates, play money and Cuisenaire rods.

Task:

Choose one of the fractions below. Represent and name the fraction in as many as you can.

1/2,1/3,2/5, ¾

Introduce the task and break it down so students are sure of the words and what the task is asking.

Scaffolding Questions How else can you represent this?How are these ___the same or different?If I do ____, what will happen?How can you prove your answer or verify your estimate?How do you know?Have you found all the possibilities? How could you arrive at the same answer in a different way?

Drawings may be multiple representations of the same thing:** May just show ½ in a variety of different ways ~ not with equivalent fractions but ½ of a circle, square,

triangle etc.

PossibleTeacher Responses: try dividing each part in half. What

is it called now? Do you always need only 2 parts

to show ½?

** some may show arrays, fraction, number lines

Doubling will be most common for ½. May not lead to other ways and/or fractions.

Before / Minds-on / Getting StartedWhat do you know about fractions so far?

Four corners:

Choose a corner that you think best represents ¼ (square with ¼ coloured, $0.25, number line, arrays that are 2/8, 2/6)

Share your thinking with your group.

List fraction concepts:Parts of wholeNumeratorDenominatorCan add parts together

Scaffolding Questions:

Student that selected: ooo ooo

How does this represent ¼? How else can you say ¼? (one out of 4)Is this 1 out of 4? What is it?

Do you want to change groups?

Group that selected 2/8 to share thinking with class: how is 2/8 also ¼?

Student who selected 2/6 asked to tell class why he changed his mind.

Lesson Components Anticipated Student Responses and Teacher Prompts / Questions

After / Consolidation / Reflecting and ConnectingWhat work will be shared?What skills will be highlighted?How will connections be explicitly emphasized?

Three samples

1. Using Even Denominators How did you come up with these fractions? When we use even numbers for total parts for halves, we can create a half easily. Odd numbers of parts do not work.Coloured and not coloured sections had the same number of parts.

2. Using Pictures: Arrays / Money Share how they chose to represent their thinking?

3. Doubling/Halving Explain their strategy

Thumbs up if you agree/down if you disagree; explain further as needed.

Hands up if you are in the “green light” zone – got it “yellow light” – getting it (so-so)

Scaffolding Questions:How is this solution similar or different from this one?What have you learned today?

Have students try the strategy they learned on the Smartboard to confirm their understanding.

Cutting pieces in half gives us double the number of pieces

Consolidation Exit Card/Reflection

How will we know who really learned this?

Exit card/Reflection:

What other names could you give to the fraction 1/4?

What did you learn about naming fractions today?

Class Next Steps:

Support students in learning to use fraction circles and Cuisenaire rods to build further understanding of fractions and concept of equivalence.

Work on using arrays to represent fractions and equivalence.

Specific FeedbackStudent AI like how you showed your understanding using arrays.Student BYou used doubling to change the denominator; you need to use the same strategy for the numerator too! Those who listed Fractions:You are clearly able to use the doubling strategy. Your next step is to show your thinking using a tool or representation.