Lesson: Math- Introductions to Equivalent Fractions and Ordering

When: Monday, March 16, 2015 from 1PM-2:15PM

Overarching Questions:
Why is it important to compare fractions with the same whole?
How can we learn about equivalent fractions from composing fractions?
How can understanding benchmark fractions help us understand other
fractions?
Goals and Objectives:
SWBAT explain that comparing two fractions must refer to the same whole
SWBAT compare two fractions by reasoning about their size
SWBAT compare two fractions by creating equivalent fractions with a
common denominator
Standards:
CC.2.1.4.C.2- 4.NF.2: Extend the understanding of fractions to show
equivalence and ordering
Common Core Correlation- 4.NF.2: Compare two fractions with different
numerators and different denominators, e.g., by creating common
denominators or numerators, or by comparing to a benchmark fraction such as
. Recognize that comparisons are valid only when the two fractions refer to the
same whole. Record the results of comparisons with symbols >, =, <, and justify
conclusions, e.g., by using a visual fraction model.
Materials and Preparation:
30 fraction bar sets on cardstock (some colored and some cut out
already)
30 fraction bar sets with some missing fractions
Math journals
26 pairs of scissors
26 pencils
Activinspire presentation to assess what they remember about fractions
o Images of the same fractions out of different wholes
Worksheets to record noticings
I will color and cut some of the fraction bars and put the pieces in bags for
students who might need more time. I will have to create bags of fraction bars
with missing fractions on the front ahead of time so the students who finish early
can try to figure out he value of each piece given other given fraction values.
The material managers will pass out the fraction bar sets and scissors AFTER I
assess what they remember and we examine the fractions out of different
wholes.

Classroom Arrangement and Management Issues:

This will take place in the classroom at desks. The focus of the first part of
the lesson will be on the Promethean board at the front of the classroom. The
second part will involve cutting out the fraction bars. The third part will involve
individual exploration and putting the pieces in size order at their desks. We will
reconvene as a group to discuss what we noticed. The fourth part will involve
creating equivalent fractions for with a partner and recording them on their
worksheet.
This class has little to no management problems on most days. There tend
to be issues when some students finish early and do not have anything to do.
Since I know this, I will have additional work on hand for those students. They will
find equivalent fractions for 1/3 and if they finish that, they will take a bag of
fraction bars and try to identify the missing fractions.
Overall Lesson Plan/Schedule: (~70 minutes)
Hook (10 minutes)
Display a fraction using symbols on the Promethean board.
Ask students what they remember about fractions.
o Ask deeper questions to get at understanding. (see
Anticipated Questions and Student Responses)
Introduction (8 minutes)
Show students the same fractions out of different wholes.
Ask them if they are the same.
Talk about the importance of comparing fractions with the same
whole.
Show students the whole for the fraction bar. Show them . Ask
them to identify the fraction. Tell them we are going to be looking
at today.
Structured Independent Exploration (10 minutes)
I will explain that we are going to create our own fraction bars.
Students will be instructed to cut out the pieces and then place
them in order from smallest to largest. They will record their
observations on the worksheet.
o If they finish early, they can come up with fractions that equal
1/3.
Whole-class Discussion (6 minutes)
Students will share their observations.
I will explain that they will work with partners to find equivalent
fractions for . I will model + = .
Partner Exploration (8 minutes)
Students will work with partners to compose fractions that are
equivalent for .

o If pairs finish early, they can each take a bag of missing

fraction fraction bars. They will work independently to
identify the missing fractions and record it on their worksheet.
Whole-class Discussion (10 minutes)
Students will share the equivalent fractions that they created.
Students will share noticings and patterns.
Homework Review (10 minutes)
We will go over one or two homework problems.
Exit Slip: (5 minutes)
Write one thing that you learned.
Questions and Anticipated Student Responses:
What do you remember about fractions?
They are part of a whole.
o I have a feeling that most students will be able to repeat this
information as it is how my CM defined fractions. However, I
do not know if they understand what fractions are at a
deeper level than just the definition.
What do you mean by part of a whole?
When you put them together, they make up a whole.
They are pieces.
How does a fraction compare to 0?
It is bigger than 0.
o If you have 0 cookies and a cookie, which one is bigger?
It is smaller than 0. (I think I will get both answers.)
How does a fraction compare to 1?
It is smaller than 1.
Some of them are bigger than 1. (I think some students like D.J. will
know that you can have mixed numbers too.)
After showing students pictures of the same fractions out of different
wholes, ask are they the same?
Some will say yes, they are both half.
o But are they the same size or amount?
Some will say no, they are different because they have different
amounts.
Why do you have to use the same whole when you compare fractions?
Because the total has to be the same.
When you put the fractions in order from smallest to largest, what did you
notice?
The denominators got smaller.
The numbers on the bottom got smaller even though the size got
bigger.
o Why is that?
The pieces got bigger.

What are some equivalent fractions that equal ?

2/4
3/6
4/8
5/10
6/12
Assessment:
Individual:
What they wrote on their worksheet about what they noticed when they
put the fractions in order from smallest to largest
The equivalent fractions for that they came up with during the partner
work
If they got to finding equivalent fractions for 1/3, I will look at their fractions
If they got to the missing numbers fraction bars I will look at the fractions
that they found
What they wrote down for what they learned today.

Whole class:
What do you remember about fractions?
Why does it have to be out of the same whole?
(Which students got to which parts)
What did you notice about the size order?
What did you notice about the equivalent fractions?

Accommodations:
Some of the students (K.W., H.W., A.D.) take a long time to write and cut. I
will have bags of pre-cut fraction bars on hand. My objective is not to test their
motor skills, but to assess what they think about fractions, which is why it is not
necessary for every student to necessarily cut their own fraction bars out.
Some of the students (K.W., Y.A., D.B., A.D.) will benefit from having colors
in addition to the fraction labels to help them visualize the same fractions.
Some of the students tend to finish their work quickly, which is why I will
also have missing fraction label bars for those who finish early (J.F., D.J., A.D.,
V.C.)

1
8

1
10

1
12

1
6

1
5

1
4

1
12

1
10

1
3

1
8

1
12

1
2

1
6

1
10

1
5

1
12

1
8

1
10

1
4

1
12

1
6

1
8

1
10

1
12

1
3

1
5

1
8

1
10

1
12

1
6

1
4

1
12
1
10

Fraction Strips (Black and White)

1
8

1
5

1
12

1
2

1
6

1
10

1
12

1
8

1
3

1
10

1
4

1
12

1
5

1
6

1
8

1
10

1
12

Appendices:

Name: ______________________________________________

Date: ____________

1. What do you remember about fractions?

2. How does a fraction compare to 0?

Bigger

Smaller

Neither

3. How does a fraction compare to 1?

Bigger

Smaller

Neither

4. Why do you have to have the same whole when you compare fractions?

5. When you put the fractions in order from smallest to largest, what did you
notice?

6. What are some equivalent fractions for ? How do you know?

7. What are some equivalent fractions for 1/3? How do you know?