UMU Lesson Plan Template

2017-2018

Name: Kristina Hass Date: March 2, 2018

Grade Level: 4 Class Period: 10:00am – 11:10am
Subject: Math Lesson # & Title: Equivalent Fractions
Function of the Lesson (check all that apply):
*** Introduce New Skill or Content
 Practice
 Review
 Remediation/Re-teaching

Context for Learning and Cultural Responsiveness Rationale:

The class consists of 20 students, including 12 girls and 8 boys. 14 of the students are Caucasian, 2 students are African
American, 3 students are Hispanic, and 1 student is Asian. The students come from various socioeconomic backgrounds,
with the majority of students on the low to middle end of the socioeconomic spectrum. The students also have a variety of
learning styles, including visual, auditory, kinesthetic, and tactile. 1 student in the class has been identified to have dyslexia,
and has a difficult time reading and writing. Her math skills are on level, however, and she works very hard at her work.
Another student has been identified as an ELL student. He speaks fluent Spanish and is learning the basis of English.
This lesson will accommodate for all students in the class by making various arrangements to differentiate. The teacher will
use various teaching styles to incorporate different learning styles. The lesson will also challenge high level students and
provide assistance to low level students. Additionally, the lesson will accommodate for the student with dyslexia by using
many graphics, as well as by giving oral instructions as often as possible. The lesson will also be adjusted for the ELL
student due to its use of graphics. Additionally, the teacher will provide extra assistance to this student, and will use pictures
to help him better understand the material.
Classroom Environment: The classroom is bright and inviting to all students. Colorful posters hang on the walls that include
various educational hints and tips, as well as various images from cultures around the world, which make all students feel
welcome. The desks are set up in five groups of four desks each, and are set up so that all students can see the teacher. The
teacher’s desk sits in the back corner of the room so that students can come with questions and speak in private with the
teacher. There is also a corner of the room dedicated to a small classroom library, with various comfortable seats and
bookshelves. There is a SMART board located at the front of the room, and a few feet of empty space in front of the
SMART board. Normally a carpet sits here, but for this lesson the carpet has been removed and replaced with rows and
columns of tape.
Rationale: This lesson will be taught to accommodate and apply to students of many different backgrounds. The lesson will
involve multimodality teaching, and will incorporate multiple different learning styles including visual, auditory, and tactile.
The lesson will also be taught in relation to students’ interests. As many students likely enjoy pizza, the lesson will often use
pizza slices as examples when creating visual fractions. The lesson will challenge higher level students, as it will encourage
them to come up with multiple equivalent fractions when solving problems, and will also encourage them to begin exploring
simplifying fractions by coming up with the equivalent fraction with the lowest numbers. The lesson will also assist lower
level students by accepting single responses instead of encouraging several, as well as by providing one on one assistance
throughout the lesson. The use of various graphics and hands on activities will help the student with dyslexia to understand
the material without being forced to read. These differentiations, along with demonstrations from the teacher, will also assist
the ELL student, as well as instructions provided in his native language.

Content Standards:
a n a
Standard: 4.NF.1 Explain why a fraction /b is equivalent to a fraction ( × )/(n × b) by using visual fraction models, with
attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this
principle to recognize and generate equivalent fractions.
Rationale: Students will need to be able to understand the idea that certain fractions are equal to each other. This will serve
as a basis for more complex topics such as simplifying fractions, which will be taught in later lessons. Equivalent fractions is
also a skill that students will use outside of the classroom when it comes to situations involving sharing items equally.

Learning Objectives:
1. Given five different fractions, the student will be able to generate at least one equivalent fraction to each given
fraction with 80% accuracy.

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Academic Language:
 Numerator  Fraction
 Denominator  Equivalent

Assessment Plan, Formative Assessment:

1. Throughout explicit instruction, the teacher will ask brief review questions that will engage the students with the
academic language for this lesson. These will be simple review questions, such as asking to identify a numerator or
a denominator. Nonetheless, they will allow the teacher to check for participation, as the whole class will be
expected to answer on cue. If the teacher notices a student who is not participating or seems confused, she will
make a note of that student and will be sure to review with him or her later on.
2. At the end of explicit instruction, the teacher will do a Fist to Five as a way to evaluate student understanding of the
material presented so far. This will allow the teacher to see whether she presented the material in a meaningful way
that helped the student to understand it. This will also be a time for the teacher to see whether many students are
still confused and need extra review or examples, or whether specific students are still unsure of the lesson’s
concepts.
3. During structured practice, the teacher will provide each student with a small white board and a marker and will
have them use the boards to solve problems involving equivalent fractions. Throughout this time, the teacher will
walk around the room and observe students’ work and provide assistance and review to any student that appears to
be struggling. Additionally, if most students do not seem to understand the material, the teacher will go back and
review as a full class.
4. During structured practice, the teacher will also have students hold up their white boards once they have solved each
problem. This time will allow the teacher to see each student’s response and will provide the opportunity to have
students correct their mistakes if need be. The teacher will also be taking note of which students are consistently
correct, and which students are consistently incorrect, in order to prepare for later parts of the lesson. This will help
the teacher to know which students should be challenged, and which students may need extra help.
5. During guided practice, students will work in small groups to use their fraction slips in order to find several
equivalent fractions. The teacher will be walking around the classroom and observing each student, providing
review or assistance as needed. If the teacher notices that many students are struggling to find equivalent fractions,
she may go back and review with some examples as a full class. If the teacher notices that one student in particular
is struggling, she will provide that student with one on one assistance to help him or her to better understand the
concept of equivalent fractions.
6. During the lesson closure, the teacher will have students complete a Think Pair Share. This will allow each student
to consider what they have learned during the lesson and will allow them to share their findings with the teacher.
The teacher will listen to what students say in order to ensure that they understood the lesson material and got the
main points from the lesson.

Assessment Plan, Summative Assessment:

1. During independent practice, the students will build a pizza using a paper plate and will fill it with various
ingredients. Each ingredient will take up a different number of sections to establish a variety of fractions. Students
will use the back of their paper plate to write down the amount of each ingredient as a fraction. Next, they will need
to come up with at least one equivalent fraction for each ingredient, and will write that down as well. To find
equivalent fractions, students will have the option to use their fraction slips. On the other hand, students may choose
to recall the idea that equivalent fractions involve multiplying or dividing the numerator and denominator by the
same number. This assignment will be graded to ensure that students have met the lesson objective and can create
equivalent fractions. Students will be expected to complete the assignment with 80% accuracy, meaning that they
will be able to accurately create equivalent fractions in 4 out of 5 problems. Once graded, the assignment will be
returned to students with grades and comments, so that students can work to improve their skills in the future.

Procedures, Lesson Introduction (5 minutes):

1. To grab students’ attention, the teacher will ask how many students like pizza.
2. Ask students if they have a favorite type of pizza or a favorite topping. Allow for several students to volunteer
responses.
3. To activate prior knowledge, ask students if they have ever needed to share their pizza with others. If a pizza is cut
into 6 slices, how would one be able to share equally between two people?

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 4. Students may remember that when split between two people, each person would get three slices of pizza.
5. Now have students imagine that four people want to split two pizzas. If both pizzas were cut into 6 slices each, each
person would again get three slices.
6. However, what if one pizza was cut into 12 slices, and the other was cut into 6 slices? How can we tell how many
slices each person gets?
7. Explain that in today’s lesson, students will be learning about how to divide things into equal, or equivalent
fractions. This means that even if the total number, such as the number of slices, is different, it is still possible to
have equal parts.
8. Read over the lesson objective so that the students know exactly what is expected of them during this lesson.

Procedures, Lesson Body (60 minutes):

Explicit Instruction: I do (Teacher 100%, Students 0%): 10 minutes
1. The teacher will begin by reviewing the important parts of a fraction.
2. First, ask students if they can explain what a fraction is.
3. Listen to student responses, then either explain or confirm that a fraction represents something as being a part of a
whole.
4. Display a fraction on the SMART board. For example: 2/4.
5. Point to the top number of the fraction and ask students if they know what this is called. Have students respond on
cue.
6. Listen to responses, then either confirm or explain that this number is the numerator, which represents the number of
parts that one has.
7. While defining numerator, label the bottom number of the fraction as “numerator”.
8. Point to the bottom number of the fraction and ask students if they know what this number is called. Have students
respond on cue.
9. Listen to responses, then either confirm or explain that this number is the denominator, which represents the total
number of parts needed to make a whole.
10. While defining denominator, label the bottom number of the fraction as “denominator”.
11. As an example, draw a circle. Divide the circle into four equal sections, and color in two sections. Explain that the
denominator, 4, represents that there are 4 pieces total. Explain that the numerator, 2, represents the fact that we
have 2 out of the four pieces.
12. Redraw the same example, this time using a rectangle instead of a circle. Explain that fractions can appear in
different shapes.
13. Now, ask students if they know what it means when two fractions are equivalent.
14. Listen to responses, then explain that the word equivalent means equal.
15. Have students say on cue “Equivalent means equal!”
16. Write down the word equivalent on the board so students can familiarize themselves with it.
17. The teacher will play the video called “Equivalent Fractions Song” from the following link:
https://www.youtube.com/watch?v=vKXqzpz-G0s. This video introduces the concept of equivalent fractions using
a catchy song and various visual aids.
18. Once the song is complete, return to the SMART board where the fraction 2/4 is displayed. For this example, use
the circular fraction.
19. Draw another circle and divide it into 2 sections. Point out that one section on this new circle looks to be the same
size as two sections on the circle with four total sections.
20. Color in one piece on the second circle.
21. Note that since 1 piece is colored in out of 2 total pieces, this fraction is 1/2. Additionally, note that since the same
amount of space is colored in on both circles, this means that 2/4 is the same size as 1/2. This means that 2/4 is
equivalent to, or equal to 1/2.
22. Write 2/4 = 1/2 on the SMART board.
23. Create a new example, this time using rectangular shapes. Display two rectangles that are the same size, with one
directly underneath the other. This time, one rectangle will be divided into 12 pieces, and the other will be divided
into 6 pieces.
24. In the first rectangle, color in 8 pieces. This fraction is 8/12. Write the fraction next to the drawing.

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 25. Begin coloring in parts of the second rectangle. Explain that one must continue shading until the same amout is
shaded on each rectangle. Once 4 sections are equal, point out the fact that the shading lines up between the two
fractions. Since the same amount is shaded, these must also be equivalent.
26. Write 8/12 = 4/6.
27. Display another rectangle underneath the first two, this one divided into three sections.
28. Explain that some fractions can have more than one equivalent fraction, and shade in two sections of this rectangle.
29. Note that 2/3 = 4/6 = 8/12. All three of these are the exact same amount and are therefore all equivalent.
30. Now, explain that there is a mathematical relationship between the numbers of equivalent fractions.
31. Look at the fractions 2/3 and 4/6. Explain to students that if we multiply the number 2 by 2, and the number 3 by 2,
we get 4 and 6. Write that 2/3 * 2/2 = 4/6. Since 2/2 equals 1, the total value of the fraction is not changing, which
is why the two numbers are equivalent. Similarly, if one multiplies 2/3 * 4/4, one will get 8/12, meaning that these
are also equivalent. Write 2/3 * 4/4 = 8/12.
32. On the other hand, if one divides 4/6 by 2/2, they will get 2/3. Write 4/6 / 2/2 = 2/3 on the SMART board.
33. Overall, as long as one multiplies or divides both the numerator and the denominator by the same value, they will
get an equivalent fraction.
34. Explain that this is the basis for understanding equivalent fractions.
35. Before moving on, ask students for a Fist to Five in order to assess their current understanding of equivalent
fractions, as well as to answer any questions.
Structured Practice: We do (Teacher 75%, Students 25%): 10 minutes
1. The teacher will give each student a small white board and a white board marker.
2. Explain that students will now practice working with fractions to find equivalent fractions.
3. Present a fraction (Example 3/4) on the SMART board. Have students draw a representation of this fraction.
4. Once students are done, have them hold up their boards for the teacher to see. Take note of which students are
correct or incorrect.
5. Display a correct picture of the fraction so that students can make corrections.
6. Next, display a picture of a shape divided into 8 pieces. Ask students to copy the image and shade in the correct
number of pieces and write down the correct fraction to make it equivalent to 3/4.
7. Have students hold up their white boards as they complete the problem.
8. As students hold up their boards, point out to students whether they need to correct anything or try again. If many
students are struggling, go back and review further.
9. Once each student has answered, shade in 6 pieces, and explain that in this problem, ¾ is equivalent to 6/8.
10. Continue to give problems for students to practice with. Some problems may involve pictures for assistance.
Eventually, use fewer and fewer pictures and see if students will either draw pictures themselves or whether they
will use the relationship between the numerators and denominators to find equivalent fractions on their own.
11. During each problem, walk around the classroom to see how students are doing. If one student in particular is
struggling, give them extra assistance and review. If most students are still struggling, go back and review the topic
as a full class to give students a better understanding.
12. After students solve each problem, have them hold up their white boards, and observe their responses. Have
students attempt to correct any mistakes, and take note of students who are consistently correct. These students will
be encouraged to complete more challenging activities later on in the lesson.
13. Once all students answer, go over the problem by solving it on the SMART board so that students can review the
methods for finding equivalent fractions before moving on to another problem.
14. Depending on time, the teacher may have students complete 5-10 different problems.
Guided Practice: We do (Teacher 25%, Students 75%): 20 minutes
1. Give each student a page containing rectangular fraction slips and a page containing circular fraction slips.
2. For this lesson, the students will be using the whole, half, third, fourth, fifth, sixth, eighth, tenth, and twelfth fraction
slips. The other do not need to be cut out.
3. Have students color each fraction a different color. For example, each of the 1/8 slips may be green, while the 1/12
slips may be purple. Color choice does not matter, as long as each fraction is different so that students can tell them
apart.
4. Once students finish coloring, have them cut out the slips.
5. Explain to students that these slips are visual representations of what real fractions would look like. When all
fractions of one kind are placed together, they will form 1 whole.
6. As an example, have students use the rectangular slips to place 1 whole next to 4/4. When all of the fourths are
lined up, they will be the same length as 1 whole.
7. Similarly, when 4/4 of the circular slips are placed together, they also make 1 whole circle.
8. To experiment with different equivalent fractions, the teacher will display several fractions on the board. Students
may work in small groups or independently to solve these fractions using their fraction slips.
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 9. As students work on a fraction, they may use either the rectangular or the circular fraction slips to create that
fraction. They will then experiment with different types of slips to create a fraction that is equivalent to the given
fraction.
10. Have students write down equivalent fractions as they find them. For example, if the fraction in question is 4/8, a
student might see that 2/4 is equivalent. As an answer, the student will write 4/8 = 2/4.
11. Students will be encouraged to find as many equivalent fractions as they can for each problem, as some might have
more than one.
12. Challenge students to notice the relationship between the numerators and denominators of the equivalent fractions.
Equivalent fractions include a numerator and a denominator that are multiplied by the same variable. (Example: 1/2
= (1*2)/(2*2) = 2/4).
13. As students work, the teacher will move around the classroom and observe each student, providing review or
assistance as needed. If the teacher notices that many students are struggling to find equivalent fractions, she may
go back and review with some examples as a full class. If the teacher notices that one student in particular is
struggling, she will provide that student with one on one assistance to help him or her to better understand the
concept of equivalent fractions.
14. Give each student a plastic baggie and remind them to put their fraction slips into these when they are done using
them.
Independent Practice: You do (Teacher 0%, Students 100%): 20 minutes
1. The teacher will hand each student a paper plate. Have students divide their plate into equal sections using a
marker. Recommend that students divide into either eight, ten, or twelve pieces.
2. Explain to students that this plate represents a pizza and that today, students are going to be pizza chefs.
3. Students may select which ingredients to place on their pizza, and may choose how many slices to place each
ingredient on.
4. Explain that students must use at least five ingredients, and that all five must be on a different number of slices.
Ingredients may overlap.
5. Students will draw ingredients on their pizza using different colored markers. Once the ingredients are drawn, the
student will write the number of slices with a certain ingredient over the total number of slices on the back of their
plate (Example: Green pepper = 4/12).
6. Next, students will generate at least one equivalent fraction for each ingredient. Students may use their fraction slips
to assist with this or may recall the relationship between numerators and denominators to remind them how to create
equivalent fractions. Write the equivalent fraction next to the original fraction (Example: Green pepper = 4/12 =
1/3).
7. Once the students complete this, it will be turned in to the teacher to be graded as a summative assessment. This
assignment will ensure that students have met the objective for the lesson.

Procedures, Lesson Closure (5 minutes):

1. To review what was learned in this lesson, the teacher will ask students to complete a Think Pair Share. Have each
student mentally recall one thing that they have learned. Next, have them share their response with a partner.
Finally, have each pair select one thing that they learned to share with the class.
2. Explain that, just as many students likely said, this lesson involved creating equivalent fractions, and showing that
more than one fraction can describe the same amount of something.
3. Ask the students where they might use equivalent fractions in real life.
4. Listen to several responses, then say that equivalent fractions may often be used when sharing things equally, such
as slices of pizza. They may also be used for activities such as measuring, using tools such as measuring cups or
rulers.
5. Finally, tell students that another use for equivalent fractions will be explored in the next lesson. This skill is called
simplifying fractions.

Differentiation, Individualized Instruction, and Assessment:

1. For higher level students, the teacher will work to challenge these students by encouraging them to find as many
different equivalent fractions as possible for each example. This will allow them to see that each fraction can be
equivalent to many other fractions, not just one.
2. Higher level students will also be encouraged to use some numbers that are not being discussed in the lesson. For
example, they may be asked to experiment with ninths and to see if they can find equivalent fractions to 3/9, for
example. This will challenge them to work with new fractions that have not yet been reviewed in class.

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 3. Higher level students may also be asked to attempt to simplify their fractions, such as during independent practice.
The teacher may briefly explain that a simplified fraction is an equivalent fraction to the fraction in question that has
the lowest possible numerator and denominator. For example, when finding an equivalent fraction to 4/8, encourage
the students to go further than 2/4, and to use 1/2, which is the simplified form.
4. Students who are lower level will also receive differentiation. These students will only be asked to provide one
equivalent fraction for each fraction in question. While they may choose to attempt to find more, a single response
will be just as acceptable.
5. These students may also be encouraged to utilize their fraction slips for extra assistance throughout the lesson. The
fraction slips will continue to visually aid the students, so that if the numbers and relationships does not quite make
sense yet, they will still have the opportunity to view what each fraction looks like.
6. The teacher will also give these students more one on one assistance and will review the concepts with them as they
work. The teacher may demonstrate an example problem for the students if needed, and will observe to make sure
that they understand the lesson material.
7. This lesson will be taught using multimodality, and will accommodate to various learning styles. During explicit
instruction, the teacher will explain concepts verbally, and will also utilize the classroom SMART board to write
down information. This will accommodate for both visual and auditory learners. Additionally, the teacher will use
a musical video that students can move to, while listening to and reading the lyrics. This will incorporate kinesthetic
learners, as well as visual and auditory learners. Later, the teacher will give each student a white board and a marker
to practice finding equivalent fractions. The teacher will orally ask a question, and will also visually present it on
the board. The students will be working hands-on with their white boards to respond to questions, so this activity
will incorporate tactile learning styles in addition to auditory and visual. During guided practice, tactile learners will
get to be more involved through a hands-on activity involving the use of fraction slips to discover equivalent
fractions. This activity will allow student to piece together different fractions in order to see whether or not they are
equivalent. Finally, for independent practice, the teacher will give oral instructions for another hands-on activity
involving building a pizza. This activity will also allow for students to gain a visual understanding of what fractions
look like, and will allow them to discover equivalent fractions for themselves.
8. This lesson will accommodate for the student with dyslexia through its use of many graphics, as well as through the
teacher’s auditory instructions. Throughout the lesson, the teacher will use images of fractions as she explains the
content. Later, the student will be given fraction slips to assist with visual learning and help the student to
understand the concepts without doing much reading. The teacher will also say important terms out loud as well as
write them down, so that the student will be able to hear the terms in order to familiarize with them. During
independent practice, the teacher will provide oral instructions so that the student is not expected to read them on her
own.
9. The lesson will accommodate for the ELL student as well. The use of graphics will appeal to this student as well as
the student with dyslexia, as he will be able to look at the fraction images and fraction slips to gain a better
understanding of equivalent fractions. The teacher will point to specific fractions as she names them, so that the
student can see which fractions are being discussed, and which fractions they are equivalent to. During independent
practice, the teacher will assist this student by demonstrating the process of creating the paper plate pizza. The
teacher will give the student a sample paper plate pizza and will point to the steps for creating it. For example, she
will point to the lines that divide the pizza, then to an ingredient. She will count the slices with that ingredient, flip
over the sample plate, and point to the written fraction, along with the equivalent fraction. A copy of the
instructions will also be provided in the student’s native language in order to provide extra assistance if need be.

Instructional Materials and Support:

 SMART board  Circular fraction slips  Plastic baggies for fraction
 Equivalent Fractions Song  Markers slips
 Small white boards  Scissors  Pencils
 White board markers  Example fractions  Paper plate
 Rectangular fraction slips

 Equivalent Fractions Song from https://www.youtube.com/watch?v=vKXqzpz-G0s

Research and Theory Commentary:

1. This lesson will incorporate Vygotsky’s scaffolding technique. At the beginning of the lesson, the teacher will
explain the basics of the topic, while the students simply listen or answer the occasional review question. Later on,
the students will work along with the teacher in order to discover more about equivalent fractions by writing them
on white boards and by using manipulatives to create them. At the end of the lesson, the students will complete a
summative assessment independently, completing all of the work on their own with little to no aid from the teacher.

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 2. The lesson will also use Dewey’s idea of learning by doing. Instead of simply watching the teacher explain how to
create equivalent fractions, the students will receive the opportunity to do so on their own through various hands on
activities such as building a pizza. These activities will allow the students to receive a firsthand experience of using
coordinate planes, and will be more memorable than if a teacher simply explained the concepts to them.
3. This lesson also uses the ideas of wait time by Mary Budd Rowe. Whenever a student is asked a question, or is
instructed to complete an activity of some sort, the teacher will give him or her ample time to do so. This will
reduce the pressure to immediately come up with a response, and will allow for the student to think more about his
or her responses or actions before presenting them. This will lead to more thought out answers from students, and
will give them the chance to better understand the information that they are responding to.

Cultural Responsiveness, Equity, and Inclusion Commentary:

1. This lesson will be taught in order to accommodate for various cultural differences, and will avoid colorblindness as
well as stereotypical thinking. Much of the lesson will involve a fairly universal food, pizza, that most students
should either enjoy or at least be familiar with. This will allow the material to pertain to student interests, and will
likely be relatable to most students’ experiences, as most students have eaten pizza before.
2. If a student has not eaten or does not like pizza, the teacher will find a different item to compare the fraction images
to, such as a Hershey bar or a food that is native and familiar to that particular student. The teacher will ask students
to share which type of food they might prefer to use, so that she is not jumping to a stereotypical food of the culture.
3. This lesson also allows for some choices to be made by students, such as when designing their pizzas. Students of
different cultures may enjoy different ingredients on their pizza, so the teacher will allow students to select any
ingredient that they are familiar with to put on their pizzas.
4. If some students enjoy a food other than pizza, the teacher may share these foods with classmates so that they
understand how the lesson relates to these students. For example, in the lesson closure, instead of only using ipzza
as a real life example, the teacher may also describe the other types of food that certain students enjoy. The teacher
may even look up images of the foods to further familiarize students with them. This will allow the students begin
to relate to each other and gain an understanding of each other’s cultures. Additionally, it will help students to
accept one another, as they will be able to see that the same process and concept can be used to divide food up no
matter what kind of food it is.

Use of Technology Commentary (if applicable):

1. This lesson utilizes technology in several ways. During explicit instruction, before going over the material for this
lesson, the teacher will show students a video from YouTube that is a song about equivalent fractions. This song
can be used as a fun way to introduce students to the topic of the lesson, and can be a fun way to remember the
relationships between equivalent fractions. This video is a more memorable way to remember the lesson’s major
concepts than if they were simply explained by a teacher.
2. The lesson also involves the use of a SMART board at times, whether it be to display a picture of a sliced pizza, or
to write down points or terms. While this could also be done on a white board or something similar, using the
SMART board will make it easy for the teacher to bring up various images, and will make actions like erasing more
convenient.
3. These uses follow the ISTE standard for Educators number 5c: Explore and apply instructional design principles to
create innovative digital learning environments that engage and support learning. They give students the
opportunity to learn the lesson material through the use of various media and sources, including the teacher as well
as online sources such as the Internet or documents on the SMART board.

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 1/3

1/2 1/2
1/3 1/3

1/5 1/6 1/6

1/4 1/4
1/5 1/5
1/6 1/6

1/4 1/4 1/5

1/5 1/6 1/6

1/7 1/9
1/8 1/8
1/9 1/9
1/7 1/7
1/8 1/8
1/9 1/9
1/7 1/7
1/8 1/8
1/9 1/9
1/7 1/7 1/8 1/8 1/9 1/9

1/11
1/10 1/10 1/12 1/12
1/11 1/11
1/12 1/12
1/10 1/10
1/11 1/11
1/12 1/12

1/10 1/10
1/11 1/11
1/12 1/12

1/10 1/10
1/11 1/11
1/12 1/12
1/10 1/10 1/11 1/11 1/12
1/12

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