1 Direct Instruction
1. The teacher will use Math Playground: Equivalent Fractions or Sheppard Software: Equivalent Fractions as a tool to teach students about equivalent fractions. The teacher will have Math Playground pulled up on the promethean board and ActivInpsire to model how the equivalent fractions can be found. 2. The teacher will pause throughout the game to check student understanding, ask questions, help solve the problems, and answer any questions students may have. *If iPads are not available for every student, the students could solve the problems on whiteboards.
1. If every student has an iPad, the students will pull up Math Playground or Sheppard Software on the iPads. 2. If every student does not have an iPad, they will solve the problems on whiteboards or it could be done in the computer lab.
2 Guided Practice
1. The teacher will instruct the students to watch the video on equivalent fractions from YouTube that has been downloaded into videonot.es. 2. The teacher will also have the students take notes as they watch the video using videonot.es. *This can only be done if the students are in the computer lab or if the school is 1 to 1. If every student does not have an iPad, the video can be watched in math workstations at the technology station. This would be okay because the students have already been introduced to equivalent fractions during the hook and direct instruction parts of the lesson.
Here is the link to the YouTube video on videonot.es: http://www.videonot.es/edit/0Bx8YHfVYBWZwSnBRelkzRkE5aUU
**You will need a google account to view the video.
1. The students will use videonot.es to take notes as they watch the video on equivalent fractions from YouTube. *If every student does not have an iPad, the guided practice could be done in math workstations at the technology station, or it could be done in the computer lab.
3 Independent Practice
1. The teacher will instruct the students to complete the "Visualizing Equivalent Fractions" practice in Khan Academy. 2. The students will login and complete the practice using their iPads. *If every student does not have an iPad, they can use the computer lab or it can be completed in math workstations. Another option would be for the teacher to pull up Khan Academy on the promethean board and have the students solve the problems on their dry erase boards. *Khan Academy is excellent for independent practice because if the student gets the answer incorrect, they are given a tutorial.
Below is the link for the independent practice. https://www.khanacademy.org/math/cc-fourth-grade-math/cc-4th-fractions-t...
1. The students will complete the "Visualizing Fractions" practice on Khan Academy using their iPad. If they do not have an iPad it can be completed in the computer lab or in math workstations.
1. The teacher will instruct the students to work in pairs or individually to create their own examples of equivalent fractions using their tool of choice. They could use ShowMe, educreations, or create a document in google docs/art. 2. The teacher will then instruct the students that when they are finished, they will share their problem by uploading it into the google classroom. **If every student does not have an iPad (not 1 to 1), the students can create the problem in math workstations; however, they can still upload it to the google classroom because this can be done in the computer lab or on the iPad that is being shared.
1. The students will work in pairs or individually and create an equivalent fractions problem using the technology tool of their choice: ShowMe, Educreations, google drive, etc. 2. The students will then upload the problem to their google classroom, so that other students can see the problem and try to solve it. They will upload the problem using an iPad or computer.
5 Hook: Make sure to complete this step first
The teacher will show the students the Khan Academy video "Intro to Equivalent Fractions." See link below: https://www.khanacademy.org/math/cc-fourth-grade-math/cc-4th-fractions-t... The teacher will pause throughout the video to elaborate, ask questions, and answer questions. If every student has an iPad, the students could watch the video individually and then the teacher and students could discuss the video afterwards. If every student does not have an iPad, the students can watch it on the promethean board.
The students will watch the video that introduces equivalent fractions.
Key Standards Supported
Number And Operations—Fractions
|5.NF: Apply And Extend Previous Understandings Of Multiplication And Division To Multiply And Divide Fractions.|
|5.NF.3||Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?|
|5.NF.4||Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.|
|5.NF.4.a||Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)|
|5.NF.4.b||Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.|
|5.NF.5||Interpret multiplication as scaling (resizing), by:|
|5.NF.5.a||Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.|
|5.NF.5.b||Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.|
|5.NF.6||Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.|
|5.NF.7||Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1|
|5.NF.7.a||Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.|
|5.NF.7.b||Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.|
|5.NF.7.c||Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?|
|Use Equivalent Fractions As A Strategy To Add And Subtract Fractions.|
|5.NF.1||Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)|
|5.NF.2||Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions|