1. Topic-
|
Finding Equivalent Fractions |
|
|
2. Content-
|
Vocabulary: Simplest Form and Equivalent Fractions
Essential Understanding: The same fractional amount can be named using
different fractions. The simplest form of a fraction is a fraction
with a numerator and denominator that can no longer be divided by
the same divisor, except 1. |
|
|
3. Goals: Aims/Outcomes-
|
1.The same fractional amount can be represented by an infinite set
of different but equivalent fractions.
|
|
|
4. Objectives-
|
1.Students will use models to find equivalent fractions.
2. Practice their number operations and math facts.
3. Review numeric pattern. |
|
|
5. Materials and Aids-
|
Video
Textbook
Fraction Tiles
Game: 24 |
|
|
6. Procedures/Methods-
|
A. Introduction-
1. Watch Video
2. You know how to name whole numbers in many different ways. Today,
you will learn different ways to name the same part of a whole.
|
|
|
B. Development-
1. Erica skipped 3/4 of the length of the sidewalk in front of her
apartment building. Work with a partner to find different fractions
that name the sam part of the sidewalk. Use your fraction tiles. Write
your answers on your white board.
2. What if your sidewalk was 9/12, or 6/8.
3. Explain how you can find equivalent fractions by using multiplication
and division |
|
|
C. Practice-
1. As a class Guided Practice on pg. 285
|
|
|
D. Independent Practice-
1. Pg. 285 7 -27 - Enrichment Sheet - Reteach Sheet
2. Corrections
3. Game 24
4. Division Sheet |
|
|
E. Accommodations (Differentiated Instruction)-
1. Highest Level - No fraction tiles but use multiplication and
division - complete Enrichment Sheet and all textbook work
2. On-Level - use tiles and do textbook problems 7-20
3. Intervention Level - Reteach Sheet with tiles as an aide. No equivalent
fractions. textbook problems 7-12 |
|
|
F. Checking for understanding-
1. Homework - workbook pg. 83
2. Check for Understanding on 4/8
|
|
|
G. Closure-
Plus - Ok - Minus slips as they head off to next class.
|
|
|