Equivalent Fractions – Greatest Common Multiple (GCM)

[Pages:20]Lesson Plan Format-Math Day 1

Name: Brianna Balster Date: 2/26/20 Discipline: Math Grade Level: 4th TOPIC: Number and Operations - Fractions LESSON FOCUS: Equivalent Fractions ? Greatest Common Multiple (GCM) LESSON MODIFIED FROM: Rose Monroe-Better Lesson

STANDARD(S): 4.NF.1

Using visual fraction models, explain why a fraction a/b is equivalent to a fraction ( ). Use this principle to recognize and generate equivalent fractions. Attention should focus on how the number and size of the parts differ even though the two fractions themselves are the same size.

OBJECTIVE(S):

1. Students will demonstrate different fractions as equivalent.

ASSESSMENT: Fraction Bars activity sheet to demonstrate equivalent fractions (1) MATERIALS:

Fraction Strips Sheets Fraction Bars Activity Sheet Pencil

Computer

PROCEDURE:

The entire is online at Today's Focus will be on students exploring fractions and using manipulatives to compare and contrast fractions with different denominators. Motivation: Demonstrate fractions using a sheet of paper. How ? is equivalent to 2#4 by folding the paper in half hamburger style and coloring half of the paper. Turn the paper over fold in half again but hotdog style and coloring in 2 of the now 4 pieces. With both sides having parts colored you can see that even though the fractions are different they are equal parts or equivalent. -orWatch Equivalent Fractions Paper Project

Show students the proficiency scale and that today they will be working on numerator, denominator, equivalent, modeling equivalent fractions and generating equivalent fractions.

4

I can also:

Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases

of unlike denominators, by using visual fraction models and equations to represent the problem (5.NF.2)

3 Standard:

4.NF.1 (Removed 9-19-

17)

I can: ?show fractions are equivalent using models. ?recognize and create equivalent fractions.

2

Vocabulary:

?numerator

?denominator

?equivalent

?simplest form

?greatest common factor

?factor pairs

?number line

?factors.

Skills: ? model equivalent fractions ? plot fractions on a number line ? determine whether two fractions are equivalent ? generate equivalent for a given fraction. ? calculate greatest common factors between for a fraction ? determine greatest common factor to find simplest form ? determine if fraction is already in simplest form

1

With help

Go over vocabulary terms: Numerator- the top number in a fraction, for example, 2 in 2/3 Denominator- as the bottom number in a fraction, for example 3 in 2/3 Equivalent-Fractions which have the same value, even though they may look different, another name for equivalent is equal

Introduce students to fraction strips (bars). Explain that all the rows of fractions are of equivalent length and they are all measured by the top bar that says 1. Before handing out the paper instruct students to first only cut out the row of fractions do not cut apart the individual fraction pieces yet.

After students have cut apart the bars, ask them to remove the fraction strips 1/7, 1/9 & 1/11. We are removing these fraction strips because they aren't apart of our standard and because 1/7 and 1/11 don't have any equivalent fractions in the fraction strips beside 1 whole. Example 1 whole is equal to 7/7. Now ask students to cut apart individual fraction pieces.

I do: The first problem of the activity sheet 1/4. Demonstrate each piece of the fraction bars asking if it's equivalent to ? starting with ? line them up together. Ask, is ? equivalent to ?? No it's not. Move on to 1/3. Ask, is 1/3 equal to 1/4? No it's not. Move onto 1/5. Ask is 1/5 equal to one 1/4? No, what about 2/5 because if we add another 1/5 to the previous 1/5 we have 2/5. Is 2/5 equal to 1/4? No it's not. Then continue through all the fraction strips until you get to 1/12. Ask students if they are starting to notice any patterns in the equivalent fractions. The equivalent fractions are 2/8 and 3/12. The teacher will stop when getting to these fractions to point out these are equivalent fractions to write down the answers on the fraction bars activity sheet. -or watch this video

We do: Start the next problem as a class 3/12 ask students to try the smallest denominators first. Go through the fraction strips together. Asking students how they got an equivalent fraction.

You do: Have students finish the fraction bars activity sheet.

MODIFICATION/DIFFERENTIATION: - Students may color fraction bars before cutting them apart to better tell the fraction bars apart. - If resources are available students can use plastic fraction bars instead of paper. - Pre-cut fraction bars apart for the student.

Lesson Plan Format-Math Day 2

Name: Brianna Balster Date: 2/26/20 Discipline: Math Grade Level: 4th TOPIC: Number and Operations - Fractions LESSON FOCUS: Equivalent Fractions ? Greatest Common Multiple (GCM) STANDARD(S): 4.NF.1

Using visual fraction models, explain why a fraction a/b is equivalent to a fraction ( ). Use this principle to recognize and generate equivalent fractions. Attention should focus on how the number and size of the parts differ even though the two fractions themselves are the same size.

OBJECTIVE(S):

2. Students will identify equivalent fractions.

ASSESSMENT:

Formative assessment is the simplest form activity sheet. (2)

MATERIALS:

Pencil Paper Simplest Form activity sheet

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