Sample Lesson Plan

Date: April 1, 2016

Teacher Name: Kubra Akbay

Lesson Plan Type: Concept Attainment

Grade Level and Subject/Topic: 5th Grade Math Equivalent Fractions

TimeLine: Two 45-minute class periods (90 minutes total)

TEKS Objectives:

5.1 The student will demonstrate an understanding of numbers, operations, and quantitative
reasoning.

5.1.5.2 The student uses fractions in problem-solving situations.

o 5.1.5.2.A The student is expected to generate a fraction equivalent to a given

fraction such as and 3/6 or 4/12 and 1/3.

5.1.5.3 The student adds, subtracts, multiplies, and divides to solve meaningful problems.

o 5.1.5.3.D The student is expected to identify common factors of a set of whole

numbers.

Lesson Objectives:

Students will understand that the numerator is how many parts of a fraction is shaded.

Students will understand that the denominator is how many parts a whole is divided into.

Students will be able to identify equivalent fractions.

Students will be able to simplify a fraction.

Materials:

Textbook, STAAR Ready Workbook, Smartboard, Document Camera, Chromebooks, Fraction

Ladders, Equivalent Fractions Game.

Introduction (Set Induction/Anticipatory Set + Specific Content to be taught):

Begin the lesson by discussing the vocabulary. Review with students how to find
common factors.

Ask a student to give you a fraction. Use a piece of rectangular paper and fold the paper
to create the fraction. Ask the students what you could do with the paper to create a
fraction that is equal to the one you just created. Lead students to answer fold it in half or
thirds or whatever part you folded it into. Show them that the new fold created another
fraction that is equivalent to the first fraction.

Give each group of students (groups of 2 or 4) a piece of rectangular paper and have
them come up with a fraction and then their equivalent fraction. Make sure they color in
the squares for their first fraction so that when they fold their paper again, they will see
their new fraction.

Instructional Activities and Procedures:

Students will find equivalent fractions for a given fraction. The teacher will explain equivalent
fractions and show students how to find fractions that are equal. The teacher will use rectangular

paper, fraction ladders, and may use the document camera and whiteboard for recording answers
to demonstrate equivalent fractions.
Day 1 Guided Activity
o Have students continue working in groups. Make sure each group has several pages of
rectangular paper. Have students construct the fractions from their textbook. Have
students demonstrate their fraction to the class. Discuss with students if that groups
answer is correct.

Show students the fraction ladder and demonstrate how to use it. To use the fraction
ladder, line up the numerator with its denominator and then all the numbers after it are
equivalent fractions. Allow students to use fraction ladders for solving todays problems.

Day 2 Guided Activity

Review with students how to find equivalent fractions. Discuss with students that
equivalent fractions can go two ways. Not only does our numerator and denominator get
larger, but we can also get a smaller denominator and numerator as an equivalent fraction
for some. Remind students that if the denominator is a prime number, the fraction cannot
be reduced any further for another equivalent fraction.

o Use the Smartboard to show students that they are able to create a way to find equivalent
fractions. Discuss with students the example from their workbook. Make sure each
student has a copy of STAAR Ready workbook. Ask students what pattern they see
occurring when creating the new fractions. They should see that they are multiplying by
2, 3, 4, and so on. When students see that they can multiply, ask them if they can also

divide and what the rules are for dividing to get an equivalent fraction. Lead students to
see that they can divide but both the numerator and the denominator must be divisible by
the number. They must find a common factor. Also, they must realize that if they divide
the numerator by a number, the denominator must also be divided by the same number.
Remind students that whatever they do to the numerator, they must also do to the
denominator. Have students work through the paper with their groups from Day 1.

Modifications/Differentiated Instruction:
o ESL: ELPS 3C: Speak using grade-level content area vocabulary in context to internalize
new English words and build academic language proficiency.
o Special Ed.: Based on student IEP requirements, necessary modifications will be made.

GT: Equivalent Fraction Bingo, independent practice on Study Island using chromebook.

Evaluation (Formative and/or Summative Assessment):

Formative assessment: Teacher will circulate among groups during guided activities on both
days. Teacher will listen into student conversations during group work and record student
answers when questions are presented to whole class.

Summative Assessment: Students will complete the equivalent fraction assessment. 70% or
above performance is required for mastery.

Closure: Ask the following guided questions to assist students in organizing the knowledge
gained in this lesson.
o How can you identify if two fractions are equivalent?

o How do you know that 4/6 = 2/3?

o List three fractions that are equivalent to 3/5.

Worksheets: See attached worksheets.