Lesson plan - Study Island



|Math Lesson: Equivalent Fractions |Grade Level: 3 |

|Lesson Summary: The teacher will begin by pre-assessing students’ ability to identify the fractions ½, 3/2, 1/3, 2/3, 4/3, and 5/3 and then use a PowerPoint |

|presentation to teach students about equivalent fractions. Students will then shade pictures to show equivalent fractions. Advanced learners will use pattern |

|blocks to find equivalent fractions, and struggling learners will use fraction bars to help them. |

|Lesson Objectives: |

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|The students will know… |

|How to identify equivalent fractions. |

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|The students will be able to… |

|Identify equivalent fractions to ½, 3/2, 1/3, 2/3, 4/3, and 5/3 with denominators of 2, 3, 4, and 6. |

|Learning Styles Targeted: |

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|Visual |

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|Auditory |

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|Kinesthetic/Tactile |

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|Pre-Assessment: Give each student a copy of the Pre-Assessment*, and give them 1-2 minutes to identify each of the fractions. When all students finish, go over the|

|correct answers as a class. If necessary, reteach students how to identify fractions. Make sure students are able to identify the improper fractions. |

|Whole-Class Instruction |

|Materials Needed: Teaching Points PowerPoint presentation*, a computer connected to a projector, 1 copy of the Independent Practice* per student, writing utensils |

|Procedure: |

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|Project the first slide of the Teaching Points PowerPoint presentation. Ask students what they notice about the two fractions. Elicit responses from students. |

|Students should say that the fractions are the same or that the pictures look the same. Students may even say that both pictures show ½. |

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|Project the second slide. Again, ask students what they notice about the two fractions. Elicit responses from students. Lead students to see that the pictures are |

|divided differently, but both pictures have the same amount of the whole shaded red. Ask students to identify both fractions shown on the slide (½ and 2/4). Write |

|these two fractions beside one another on the board. Tell students that these fractions are equal as you draw an equal sign in between them. Explain to students |

|that fractions that cover the same amount of space in a whole are called equivalent fractions. Write that term on the board, and point out to students that |

|“equivalent” and “equal” have similar beginnings. |

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|Project the third slide. Point out to students that the fractions ½ and ¼ are again shown. Make sure students understand that the red part of the hexagon is the |

|same, even though the hexagons are divided differently. If necessary, show students how if the center line were removed, the two hexagons would look exactly the |

|same. |

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|Tell students that they will now look at a few slides that will require them to think about how to shade one picture to look like a given picture in order to find |

|equivalent fractions. Project the fourth slide. Ask students the question on slide 4, and elicit responses. Make sure students explain their answers. Project the |

|fifth slide that shows the answer. Students should understand that if the lines were removed, both hexagons would look the same. |

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|Project the sixth slide, and ask students the question presented on the slide. Elicit responses, making sure to ask students to explain their answers. Project the |

|seventh slide that shows the answer. Students should understand that if the lines were removed, both boxes would look the same. |

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|Repeat this process for slides 8 and 9. |

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|After going through the slide show with students, give each student a copy of the Independent Practice. Explain the directions to students, and allow them to work |

|independently. |

|Advanced Learner |

|Materials Needed: 1 set of pattern blocks per student (1 hexagon, 3 trapezoids, 5 rhombi, 10 triangles), 1 set of pattern blocks to project under a document |

|camera, 1 copy of the Pattern Block Questions* for teacher reference, 1 piece of paper per student, writing utensils |

|Procedure: |

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|Give each student a set of pattern blocks and a piece of paper. Tell students that they will be using pattern blocks to help them identify some equivalent |

|fractions. Have students trace a hexagon on their paper. Explain that the hexagon will represent one whole that they will be dividing in different ways. Allow |

|students to have a few minutes to “play” with the pattern blocks to discover their equivalencies. |

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|After students have had a few minutes to play, tell them that you will be giving them some instructions and asking some questions. Ask the first question on the |

|Pattern Block Questions. Make sure students understand why the trapezoid is one half of the whole. Repeat for the remaining Pattern Block Questions. It is |

|important that you ask the questions in order because they build on one another. |

|Struggling Learner |

|Materials Needed: 3 copies of the Fraction Bars* to project under a document camera, a document camera connected to a projector, 1 colored pencil, 1 copy of the |

|Struggling Learners Independent Practice* per student, writing utensils |

|Procedure: |

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|Project a copy of the Fraction Bars under a document camera, and tell students that they will be using fraction bars to help them identify equivalent fractions. |

|Remind students that equivalent fractions take up the same amount of space even if they are divided differently. Use a colored pencil to shade ½ of the second |

|fraction bar (the one divided into halves). |

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|Ask students to look at the remaining fraction bars and look for fractions that end at the same place as ½. Elicit responses from students, using the colored |

|pencil to shade in correct fractions that students identify. Students should say 2/4 and 3/6. If a student incorrectly identifies a fraction, stop and explain why |

|that fraction is not equivalent to ½. |

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|Place a second copy of the Fraction Bars under a document camera, and use a colored pencil to shade 1/3 of the third fraction bar. Ask students to look at the |

|remaining fraction bars and look for a fraction that ends at the same place as 1/3. Elicit responses from students, using the colored pencil to shade in 2/6. If a |

|student incorrectly identifies a fraction, stop and explain why that fraction is not equivalent to 1/3. |

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|Repeat this process with the third copy of the Fraction Bars for the fraction 2/3. |

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|After students understand how to use fraction bars to help them identify equivalent fractions, give each student a copy of the Struggling Learners Independent |

|Practice. Explain the directions, and allow them to work independently. |

*see supplemental resources

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