Lesson Plan 2: Making a Fraction Kit to Explore Equivalent Fractions

Grade: 5 Strand: Number Sense and Numeration Expectations :

represent, compare, and order fractional amounts with like denominators, including proper and improper fractions and mixed numbers, using a variety of tools (e.g., fraction circles, Cuisenaire rods, number lines) and using standard fractional notation demonstrate and explain the concept of equivalent fractions, using concrete materials (e.g. use fraction strips to show that is equivalent to 9/12)

Lesson Goal(s): Students can represent fractional amounts using concrete materials (fraction strips) and
demonstrate and explain equivalent fractions.

Materials: 5 3x18 inch strips per student (5 different colours of construction paper); scissors; envelopes; chart paper; Exit Cards; Resources: About Teaching Mathematics, A K-8 Resource by Marilyn Burns; Nelson Mathematics 5

Getting Started:
Distribute materials to each student, and guide students through the process of making the strips. First, take a particular colour, fold it in half, and cut it into 2 pieces. Label each piece (review rationale for the notation numerator and denominator). Repeat for fourths, eighths and sixteenths. Label the last strip 1 or 1/1. Assessment for learning: Turn and Talk: Which is bigger, or 1/8? Explain why (Possible student responses: strip is bigger, the smaller the denominator the bigger the fraction). Ask: How many different ways can we represent 1 whole (1/1) using fractions? (e.g., 2 halves, 16 sixteenths, and 2/4). Record equivalencies on chart paper (1/1= 2/2; 1/1=16/16). Introduce equivalent vocabulary, e.g., 1/1 is equivalent to (same size as) 16/16.

Working on It:
Introduce the problem: How many different ways can you represent one half? Show your thinking. Ensure the students understand the problem. Divide students into heterogeneous (mixed ability) groups of 2-3. Student who are having difficulty getting started suggest they go Spying (Assessment as Learning) to get an idea of how to begin. Guiding questions: How could you use your fraction strips to help you? Is that the only way to represent one half? How could you show/record/represent that on your chart paper? Can you think of way to represent ? Could you use that to find a different way to represent one half? Record student solutions/strategies on Assessment For Learning Observation Template

Anticipated Student Responses:

 = 2/4 or +1/4 = 4/8 or 1/8+1/8+1/8+1/8 = 8/16 or 1/16+1/16+1/16+1/16+1/16+1/16+1/16+1/16 = +2/8 or 2/8+2/16 .

Reflect and Connect:

Select 3-4 samples of student work for a Math Congress that represent a variety of ways of making one half, including same size fractions and different size fractions (see anticipated solutions). Annotate student work to show equivalent fractions. Focus on using model (fraction strips) to demonstrate equivalent fractions and the meaning of the numerator and denominator. Have selected student authors explain their solutions. Guiding questions: How do you know these are equivalent fractions (same size as )? Can you explain what the numerator and denominator mean? Are these the only equivalent fractions for ? How many more? (Possible student response: lots! Because keep using smaller pieces, infinite). Could you use another model to demonstrate that 2/4 is equivalent to ? (e.g., area model, circle or rectangle, set model) Record on chart paper a list of student generated key learnings (What We Learned)

Potential Key Learnings (Assessment for Learning: Student identification of key learnings, related to learning goal and posted as success criteria)
I can use fraction strips to show and explain equivalent fractions. I can explain the meaning of the numerator and denominator I can represent proper fractions using concrete materials I can represent fractional amounts of a length

Independent Consolidating Problem - Assessment for Learning (Exit Card) Represent 2 equivalent fractions for one quarter. How do you know they are equivalent? Assessment as Learning: Give feedback to students based on the success criteria (key learnings) developed by students

Independent Practice Nelson, Mathematics 5: Pg. 337 Reflecting #2; 3; 4; 6

Assessment as Learning
Working on It: Spying Independent Consolidating Problem Exit Card: Feedback based on student generated key learnings (success criteria)

Assessment for Learning

Getting Started: Turn and Talk Working on It: Observation Template Reflect and Connect: Student identification of key learnings (success criteria) Independent Consolidating Problem: Exit Card

Assessment of Learning
None this lesson