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Teacher: Sandra Kathambi Unit: Fractions

Class: Grade 4
Lesson: Introduction to Equivalent Fractions.

Unit Overview
Main Idea (Claim) Summative Assessment
A test on equivalent fractions at the end of the
Two fractions have the same value but written week.
differently .Connect it with the Trinity. God the
Father, Son and Holy Spirit. Three are different
but the similar at the same time.One cannot do
without the other.

Guiding Questions Objectives (know/understand/do/value)

1.What is the meaning of equivalent?
2.How do I create equivalent fractions?
3.Why does multiplying fractions by the same
number make them equivalent.
4.What do equivalent fractions characteristics
share?(they represent the same part of a whole
no matter how many times they get multiplied
by that number)
1.Students will be able to define the word
equivalent.
2.Students will be able to state whether two
fractions are equivalent or not.
3. Students will be able to state that two fractions
are equivalent even if they look different.
4. make equivalent fractions by multiplying or
dividing the numerator and denominator of a
fraction by the same number.

Time Instructional Procedures and Strategies

Beginning the Lesson (5-7 minutes}
Kids, do you remember in the last class we represented fractions on the number line and
learnt what the numerator and denominator is??yees.
Now today we are gonna learn about other kind of fraction...but before that i would like
us to do an activity. Cn I have four volunteers?
Give each student a fraction written on a piece of paper. Next, lay out the paper pieces
with fractions written on them make a variety of same type of fraction paper for each
student and spread them far apart. Then, each student will have to really look to find a
plate that is equivalent.
Start up the music and children dance and hunt for a fraction that is equivalent to their
own. When they find a fraction that is equivalent, they stand on the paper. If they dont
find an equivalent fraction before the music stops, theyre out! For each round, students
keep hunting for fractions. Once there are no more fractions that are equivalent to their
own, they sit out. They found all of their fractions!

Developing the Lesson(15-25 minutes)

Distribute to each student a piece of white paper and two crayons. . I also have a piece of
paper and two crayons. First,direct the students to fold the piece of paper in half. I fold
my paper to give the students a visual of which direction to fold the paper. All of the
papers should be the same so that the students clearly see the equivalent
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Teacher: Sandra Kathambi Unit: Fractions
Class: Grade 4

fraction.Now,open the paper. "How many pieces do you see?" I let them know that this
is the denominator, which is the bottom number of the fraction.

Now, I want you to color the top half of the paper with one of the crayons provided. I
color the top part of my paper along with the students. How many pieces are shaded? (1)
What fraction of the paper is shaded? (one-half).

I instruct the students to write the fraction 1/2 at the bottom of the paper. Upon
completing this, the students fold the paper into four parts. On the back of the paper, the
students shade two of the pieces with the other crayon. "What fraction is shaded?(2/4).

Okay. Now look at the two fractions "What do you notice about the 1/2 and 2/4?" I give
the students a few minutes to think about this. Share your thoughts with your neighbours.
(they look the same)
Great! So, based upon what we just did, "What do you think is an equivalent
fraction?"(fractions that are even or equal)
Next, I hold up fraction strips of 1/2 and 1/4 Beneath those two fractions, I shall put 6
fraction boxes. Next, I ask,How many boxes would we have to shade to equal 1/2 and
2/4?. ( three boxes). I shade the boxes for the students to see.Okay now, what fraction is
represented here? (3/6)
Look at these three fractions closely. Do you notice that there is a pattern on the
numerator and denominator?(yes)the top number is counting up 1, 2, and 3 and the
denominator is counting up by 2's. "If this pattern continues, what would be the next
equivalent fraction?(4/8 or four eighths).
I explain to the students that we can also find equivalent fractions by using
multiplication or division. If my fraction is 1/2, I can find an equivalent fraction by
multiplying the top number and the bottom number by the same number. If I pick the
number 2, then I multiply 1 x 2 = 2 and 2 x 2 = 4. This shows you that 1/2 is equivalent
to 2/4. When you do this, you must make sure you use the same number for the
numerator and denominator.
Show students other fractions that are equivalent to 1/2 and 2/4, such as 2 , 12/24, and
100/200. In each case, show students how the numerator and denominator are multiplied
or divided by the same number to create the equivalent fraction.

Closing the Lesson; Use the closer method( 5minutes)

1. C l OSE R Graphic organizer Concept Learned,How do you know

that two fractions are equivalent fractions?
One Specific Example...give me fractions that are
equivalent to .
Relevance : How can equivalent fractions be used to solve
problems in our daily lives?
Was this a difficult or easy topic to understand. Thumbs up,
middle, and down according to how the student found the
topic.
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Teacher: Sandra Kathambi Unit: Fractions
Class: Grade 4

Formative Assessment (10 minutes) Differentiation

Provide strips to for the students. Have the students come up with real life
Instruct them to fold into four parts and eight scenarios of where they would need to know the
parts. equivalent fractions. Students can work in pairs
Observe and record and grade for being able to to brainstorm ideas.
fold them Some students who struggle with basic
0 for not correctly folding multiplication facts facts may have difficulty
1 for folding one strip correctly generating more equivalent fractions.
2 for folding both correctly. These students could use a multiplication chart
Ask the students to shade of the paper and when coming up with equivalent fractions.
write on it what it represents.
Ask the students to find and shade from the strip
a part that is equivalent to the 1/4th shaded strip.
Resources
strips of paper
Black crayons
pencils
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Teacher: Sandra Kathambi Unit: Fractions
Class: Grade 4
Glossary

Term Definition Resources

Unit Overview Main Idea and Summative Assessment
copied from the unit plan in order to keep
the goal in mind during the writing and
implementation of the lesson plan.
Guiding Questions these questions guide the inquiry for
the lesson, leading students toward a
rich understanding of the objectives for
the lesson and ultimately, the unit.
Factual- knowledge or fact-based
questions
Conceptual- questions that enable
exploration of big ideas that connect
facts and topics
Debatable- questions that expose areas
of ambiguity, disagreement, or tension
within the unit of study
Objectives The specific aims of the lesson. As a
result of the instruction, this is what the
students are expected to know,
understand, and be able to do. These
should align with and lead to the unit
understandings, knowledge and skills.
Time - Marks the amount of time needed for
each stage of the lesson. Enables
effective time-management for the
teacher.
Beginning the The opening or warm-up that will
Lesson engage the learner, producing creative
tension. May include review and/or
activation of prior knowledge.
Developing the The content learned and the strategies
Lesson employed towards that end
Closing the Lesson A conclusion or review of what was
learned, providing closure to the lesson.
Formative Assessment throughout the lesson that
Assessment provides feedback that can be used to plan
or alter instruction. Should prepare
students for the summative assessment.
Differentiation ways of modifying instruction to meet
the needs of diverse learners
Resources any texts, materials, technology,
people, places or other resources that
have informed the unit and learning
experiences