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Finding Equivalent Fractions & Reducing Fractions
|Topic/Grade Level: Finding Equivalent Fractions & Resucing Fractions to their Lowest Terms / Grade 5 – Math & ELA |
|Standards - Boulder Valley School District (BVSD), Colorado Department of Education (CDE) Standards (Adopted direcly from The Common Core Standards):|
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|BVSD & CDE Grade 5 Mathematics Curriculum Standard 1.3.a - Use equivalent fractions as a strategy to add and subtract fractions. (CCSS: 5.NF) |
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|BVSD & CDE Grade 5 Mathematics Curriculum Standard 1.3.a.ii - Add and subtract fractions with unlike denominators (including mixed numbers) by |
|replacing given fractions with equivalent fractions with like denominators. (CCSS: 5.NF.1) |
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|BVSD & CDE Grade 5 Mathematics Curriculum Standards Prepared Graduate Competencies in Matematics; Patterns, Functions, and Algebraic Structures |
|Standard - Use critical thinking to recognize problematic aspects of situations, create mathematical models, and present and defend solutions. |
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|BVSD & CDE Grade 5 English Language Arts Curriculum Standard 1.1.b - Include multimedia components (e.g., graphics, sound) and visual displays in |
|presentations, when appropriate, to enhance the development of main ideas or themes. (CCSS: SL.5.5) |
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|BVSD & CDE Grade 5 English Language Arts Curriculum Standard 1.2.a - Engage effectively in a range of collaborative discussions (one-on-one, in |
|groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others‘ ideas and expressing own ideas clearly. (CCSS: |
|SL.5.1) |
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|BVSD & CDE Topics Across All Grades - We are developing learners who use technology and digital media strategically and capably. |
|Goals and Student Learning Outcomes (Objectives): |
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|Goal 1: Creating - Students will produce an instructional video on finding equivalent fractions and reducing fractions to their lowest terms. |
|Student Learning Outcome 1: Students will create a video of their own design and author the instructional script to teach the main steps in finding |
|equivalent fractions and reducing fractions to their lowest terms. This will be done as a team using PowToon, Sceencastomatic, Animoto, iMove, or the|
|presentation tool of the students’ choice. |
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|Goal 2: Evaluating - Students will critique their own videos and those of other groups. |
|Student Learning Outcome 1: Students will discuss their own videos and those of other groups to assess the most effective strategies presented in |
|each. This will be done by students in a whole-class setting after teams present their projects. |
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|Goal 3: Analyzing - Students will investigate the process of finding equivalent fractions and reducing fractions to their lowest terms independently|
|and in small groups. |
|Student Learning Outcome 1: Students will investigate the process of finding equivalent fractions and reducing fractions to their lowest terms and |
|identify the main points involved in the processes in order to present them in an educational video. This will be done be done individually and in |
|teams throughout the project through the use of video presentations, a webquest, team practice, and individual practice problems. |
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|Goal 4: Applying - Students will demonstrate the process of finding equivalent fractions and reducing fractions to their lowest terms. |
|Student Learning Outcome 1: Students will illustrate the process of finding equivalent fractions and reducing fractions to their lowest terms through|
|the use of calculations and models. This will be done through calculations and drawing models in group work, individual work, and the production of |
|and instructional video. |
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|Goal 5: Understanding - Students will discuss and explain the process of finding equivalent fractions and reducing fractions to their lowest terms. |
|Student Learning Outcome 1: Students will present their instructional videos which will |
|both describe and model the procedure they used for finding equivalent fractions and reducing fractions to their lowest terms. This will be done |
|during group work and in the development and production of the instructional video. |
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|Goal 6: Remebering - Students will show understanding of the process of finding equivalent fractions and reducing fractions to their lowest terms. |
|Student Learning Outcome 1: Students will individually show that they know how to calculate and draw models to find equivalent fractions and reduce |
|fractions to their lowest terms. This will be done at different points during the project in individual work preparing for the project, in |
|completion of a short webquest as a formative assessment, and in completing an individual formative assessment. |
|Learning Environment(s): |
|Flipped Classroom Model - Students will participate in online learning off-site in place of traditional homework and then attend the brick-and-mortar|
|school for face-to-face, teacher-guided practice and projects in a cooperative learning setting. |
|Resources: |
|This lesson is published as a webquest at; |
|Computer, Chromebook, or tablet |
|Internet Access |
|Paper and Pencil |
|Video 1; Khan Academy, Equivalent Fractions Introduction – |
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|Video 2; Khan Academy, Visualizing Equivalent Fractions – |
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|Symbaloo WebMix; |
|PowToons Explanation part 1; |
|PowToons Explanation part 2; |
|Equivalent Fractions Formative Assessment WebQuest; |
|PowToon Link; |
|Powtoon Refresher Tutorial; |
|Screencastify Link; |
|Screencastify Refresher Tutorial; |
|Animoto Link; |
|Animoto Refresher Tutorial; |
|iMovie installed on iPads |
|iMovie Refresher Tutorial; |
|Final Product Video Example; |
|Final Product Screencast example; |
|Final Product Animoto Example (See research Report); |
|MobyMax support website; |
|BrainPop support website; |
|IXL support website; |
|AAA Math support website; |
|Diversity / Differentiation: |
|Tutorials and refresher videos have been provided within the Symbaloo webmix for all students. |
|Advanced tutorial videos with practice questions are included as extension for higher-level learners |
|Collaborative structure of project and mixed ability grouping supports all learners, providing leadership and instructional opportunities for |
|higher-level learners. |
|Small group instruction and modeling will be provided for students who demonstrate need in the formative assessment. |
|Technology Inclusion: |
|Learning and collaboration outside of classroom will require a computer, notebook, tablet, or phone to access videos that will be used for review, |
|instruction, and practice. |
|Chromebooks and iPads will be used in class to complete WebQuest Project. |
|Symbaloo webmix with all needed links is provided allowing easy access to all sites for review, instruction, and practice of math concept. |
|Google Docs, Schoology, Presentation App (e.g., PowToon, Screencastify, Animoto, iMovie, or other student choice). |
|Additional review and support websites for math concept including; MobyMax, BrainPop, IXL, and AAA Math). |
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|Prior Knowledge: |
|Prior to this lesson, students have: reviewed ordering and modeling basic fractions and reviewed vocablulary for fractions. Students also have prior|
|ecperience using PowToon, Screencastify, Animoto, iMovie, and/or other presentation apps. |
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|Lesson Placement in the Unit: |
|This is lesson 1 - 3 of 11 – Introduction lesson to Adding Fractions Unit. |
|Procedures: |
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|Lesson Introduction / Anticipatory Set: |
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|This is a three-day lesson, with presentations on the fourth day and at home preparation of approximately 20 minutes the night before beginning. The|
|lesson is a webquest that will guide students in understanding and practicing finding equivalent fractions and reducing fractions to their lowest |
|terms on the first day. Then, students will create a video presentation using Powtoon, Sceencastomatic, Animoto, iMovie, or the app of their choice |
|to create a video of less than 6 minutes to teach the main concepts of finding equivalent fractions and reducing fractions to their lowest terms to |
|others. |
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|At home preparation; |
|Students will acess this lesson through the Math folder in their Schoology account. |
|The night before accessing the full WebQuest lesson, students will have links in Schoology to watch two Khan Academy videos, Equivalent Fractions |
|Intro. and Visualizing Equivalent Fractions. They will use their Khan Academy account to both watch these videos and complete a small set of |
|practice problems. |
|Their accout account will provide 3-8 problems depending on their success in answering and will document their work for an entry ticket / formative |
|assessment to begin. |
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|Direct Instruction: |
|At school Day Day 1; |
|Math Period: |
|Students will be placed into mixed ability teams of three (triads) to complete this webquest project. |
|Teams will access the webquest link through the Math folder in their Schoology account. |
|The task for Day 1 in the webquest instructs students to access the Symabloo WebMix to begin, the top row contains links to the Khan Academy videos |
|they watched the night night before in case they want to review them or refer to them for examples. |
|The work for day 1 begins with two PowToon videos that will guide them through deeper instruction in finding equivalent fractions and reducing |
|fractions as well as some group practice. |
|After completing the Powtoon presentations, students will access a short, embedded webquest to demonstrate their understanding. This portion will be|
|completed as a team, with each student turning in their own paper showing calulations and models they’ve drawn to represent equivalent and reduced |
|fractions. (20-25 minutes with Powtoons) |
|Teacher will circulate and make notes on formative assessment checklist |
|When this this paper is turned in, students will individually complete four calculations to show understanding. Small group instruction will be |
|utilized for any students who need additional support. (20-25 minutes, additional 15 minutes for small group work) |
|Teams will preview and explore examples of projects and tutorial videos in preparation for video design and collaboration. Teams will begin |
|brainstorming video design ideas and preferred selection of presentation app (35-40 minutes). |
|Language Arts Period: |
|Brief review of script writing (10-15 minutes). |
|Teams will create and share a Google Doc to use for collaboration and will begin planning their video format. |
|Teams will begin scripting their video presentation. (60 minutes) |
|Outside class Day 1: |
|Students will collaborate on the Google Doc to develop the script for their video (15-20 minutes) |
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|In Class Day 2 & 3; |
|Teams will work during Math period and Language Arts period to complete videos. Teacher will circulate and support teams as needed. (3 hrs each day)|
|Students will be guided by teacher inout during process and rubric provided. |
|Videos should; |
|- Be less than 6 minute in length. |
|- Include audio. |
|- Include participation from all team members either in audio or video. |
|- Show and teach the main steps in how to calculate and model finding equivalent fractions and reducing fractions to their lowest terms. |
|- Be serious, yet entertaining and engaging to watch. |
|Outside clss Days 2 & 3: |
|Students will collaborate to complete their project as needed (15-20 minutes). |
|In Class Day 4; |
|Teams will present their projects to the class during Math period. |
|Projects will be published on class website. |
|Class will discuss what worked best in the lessons and compile a class list of main steps to summarize the process of finding equivalent fractions |
|and reducing fractions to their lowest terms. |
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|Student Interaction with lesson content / Guided Practice: |
|Students will work in triads to complete the majority of this project. There will be individual work to prepare before the first day and two |
|individual formative assessments during the project. |
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|Independent Practice: |
|The majority of this project will be completed in class over a three day period using Math time and Language Arts time. There will be outside |
|preparation prior to beginning of approximately 20 minutes and outside collaboration on Google Docs of approximately 20 minutes each night. |
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|Review / Closure: |
|Teams will present their videos to the class and publish them on the classroom website. There will be a whole class discussion of what worked best in|
|the instructional videos and the class will develop a list of main steps to summarize the process of finding equivalent fractions and reducing |
|fractions to their lowest terms. |
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|Presentations: |
|Student teams will present their video presentations to the class and will publish them on our class website. Videos will be produced using PowToon,|
|Screencastomatic, Animoto, iMovie, or an app of the teams choice as preferred. |
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| Evaluation/Assessment: |
|The first formative assessment will be done the first night in preparation through Khan Academy practice problem documentation in student accounts. |
|These results will be used to help confirm mixed ability grouping. |
|The second formative assessment will be done at the end of the first Math period, which is the end of process 2 in the webquest. Students will |
|complete 4 problems independently. These results will be used to form small groups for additional instruction and support as needed. |
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|Formative assessment checklist; |
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|Student name________________________ Date:______________ |
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|______ Entrance ticket completed |
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|______ On task and participating. |
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|______ Basic math skills exhibited |
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|______ Understands Concept being practiced (Area Model) |
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|______ Work is neat and complete |
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|______ Showing leadership in group |
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|______ Score on four problem assessment |
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|Notes:_______________________________________________________ |
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|____________________________________________________________ |
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|____________________________________________________________ |
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|____________________________________________________________ |
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|____________________________________________________________ |
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|Formative assessment – Individual Problems; |
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|Student name________________________ Date:______________ |
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|Please Show your work |
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|List 2 equivalent fractions for each; |
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|2/7 ____________________________________________________________ |
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|4/5 ____________________________________________________________ |
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|Reduce each to its lowest terms; |
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|12/18 ___________________________________________________________ |
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|27/72 ___________________________________________________________ |
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|The final evaluation will be a rubric to evaluate the final instructional video product; |
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|Summative Assessment; |
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|Item |
|1 |
|2 |
|3 |
|4 |
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|Prepared with entrance ticket |
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|No entrance ticket or no work completed. |
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|Incomplete entrance ticket or less than 3 correct. |
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|Complete with most answers correct. (3 or 4) |
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|Complete with all answers correct. (5 correct) |
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|Individual participation and contribution to group. |
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|Did not participate or cooperate with group. |
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|Participated with group and completed individual work with errors. |
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|Participated with group and completed individual work with minor or no errors. |
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|Participated with group and completed individual work with no errors and showed extra effort or leadership. |
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|Individual participation in final team presentation |
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|Individual contribution not evident. |
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|Minor individual contribution is evident. |
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|Equitable individual contribution is evident. |
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|Equitable individual contribution is evident and showed extra effort or leadership. |
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|Final video; |
|- 6 min max |
|- Has audio |
|- Full team |
|- All steps included & clear |
|- serious, creative, engaging |
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|Few or no required items are included in final video presentation |
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|Most required items are included in final video presentation. |
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|All required items are included in final video presentation. |
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|All required items are included in final video presentation with level of creativity, teaching quality, entertainment, and/or other factors above |
|expectation. |
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|Notes; (not scored) Observations, Creativity, Extension Activities or Videos, etc. |
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|Total score:____________ Activity score (Total score / 3):__________ |
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| Risk Analysis: |
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|In this project, the firt area of risk is technology issues in accessing the preparation links and completing the preparational instruction and |
|practice the night before. To reduce this risk, material may be accessed utilizing comuters, lartops, chromebooks, tablets, and mobile devices. |
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|During the project, technology issues are a risk, as well as student understanding of the math concept to be presented in their video, production |
|challenges with video software, and time management. In order to reduce these risks, there are multiple formative assessments and observations with |
|small group instruction ans necessary for math concepts. Students will have experience with the four video production apps provided and will also |
|have the choice to use other apps, if they prefer. Teams will be formed with mixed ability in order to encourage support from within the individual |
|groups as well. |
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|References: |
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|Boulder Valley School District. (2012). 5th grade combined curriculum essentials |
|document. Retrieved from |
|Documents/Combined%20CED%205th%20Grade.pdf |
|Chritensen Institute. (n.d.). Blended learning definitions. Retrieved from |
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|Colorado Department of Education. (2010). Colorado academic standards in mathematics and the |
|common core standards for mathematics. Retrieved from |
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|Colorado Department of Education. (2010). Colorado academic standards in Reading |
|Writing and Communicating and the common core standards for Language Arts & Literacy. |
|Retrieved from |
|Fuson, K. (2013). Math expressions: Common core. Boston, MA: Houghton Mifflin Harcourt. |
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