Gina Caroddo 3rd grade l Equivalent Fractions Introduction The unit we are doing is on fractions.

Preceding lessons included study of fractions as part of a set, fractions as part of a whole, and ordering fractions on a number line. Because equivalent fractions can be a difficult concept for third graders to understand, the lesson is being taught towards the end of the unit. The lessons in the unit have been scaffolded so that students can draw upon previous conceptual understanding of what makes a fraction larger (larger denominator=larger pieces of the whole or bigger amounts of the whole set) and what makes a fraction smaller (smaller denominator=smaller pieces of the whole or smaller amounts out of the whole set). They have also done some work on equivalent fractions using fraction bars, but this example should be more fun as it involves food. A pre-assessment exercise on equivalent fractions will be given earlier in the week when this lesson will be taught. Grade level: 3rd grade Area of instruction: Mathematics Aim: What are equivalent fractions? Math Performance Standards

Describes and compares quantities by using concrete and real world models of simple fractions; that is: -Finds simple parts of wholes; -Recognizes simple fractions as instructions to divide, e.g., dividing something by 4; -Uses drawings, diagrams, or models to show what the numerator and denom including when adding like fractions, e.g., 1/8 + 5/8, or when showing that than 3/8; Source: http://schools.nyc.gov/offices/teachlearn/documents/standards/math/es/18description.html

M1d

Objectives: Students will be able to identify and record at least four sets of equivalent fractions using the pizza fraction plates. Students will be able to demonstrate by using the plates during the activity and by their recordings that they understand what equivalent means. Students will be able to self- or group-correct by verbally defending their answers during shareout time. Materials: For each group: 1 set of 4 paper plate pizzas divided into 1/2s, 1/4s, 1/8s, and 1/12s Student math notebooks Coins: 10 pennies, 2 nickels, and 1 dime Motivation: The teacher will have the following written on the board: 3/10/11 and March 10, 2011 Frank and Frankie

The teacher will ask if anyone in the class has a nickname, then ask the class if x and X are the same person. She will also use the examples written on the board and ask the students if the same thing is being referred to in both examples. Estimated time: 2-3 minutes Procedure: (20-30 mins): Students will be seated in their math groups Students will get out their math notebooks and copy the aim from the blackboard. The teacher will take a set of pizza plates out of a pizza box and create one set of equivalent fractions at the front of the room. The teacher will write the one number statement on the blackboard. The students will be reminded of the rules for group work: helpers, no calling out, use your cups if you have a question or are done working. Help members of your group. The teacher will ask a table captain or getter from each table will come up and get a set of pizza fraction plates for their group.

One student from each table will be assigned to make sure that each student records at least two number statements in their math notebook. Students will be given around 20 minutes to come up with their sets or groups of equivalent fractions and to record them in their math notebooks. Shareout (10 minutes): A student from each table will be asked to share one number statement showing equivalent fractions. Focus questions:
How did you figure out that the fractions were equivalent? So, you found that and 2/4 are reallythe same? Like 3/10/11 and March 10th, 2011?

Vocabulary words or phrases the teacher will be looking are equal, equivalent, and the same amount.
Closure:

Students will write on their task cards one thing they learned during todays lesson.
Modification for ELLs and students with special needs: Students with special needs will be assigned partners to work with them if there is no paraprofessional assigned to them already to help them manipulate the plates and record their number statements in their math notebooks if needed. ELL students will Closure/summary/review of lesson: I expect that the students will have at least a couple of sets of equivalent fractions at the end of the period of group work, and that they will be able to show, both verbally and in writing, that equivalent fractions can be represented in more than one way. Assessment: To assess if our objective has been achieved I will collect the students math notebooks and provide feedback according to the rubric attached. Suggested Additional Activities: Classroom extensions: Ideally this lesson would have the students creating their own pizzas but because of time constraints, the teacher will have made the pizza plates beforehand. In future lessons of this type (and after standardized testing has been administered!), students will be allowed to at least decorate their pizzas with toppings

like meatballs, peppers, etc., affording an opportunity for the students to have some art with their math. Reinforcement in the following lessons will be provided by referring back to the examples of equivalence given in the beginning of this lesson as well as how the students created their own equivalent amounts of pizza using the plates. At home extensions: For students who have computers at home are some great online games on equivalent fractions. One that has some similarities to PacMan is Fraction Eaters, which can be found here: http://mathplayground.com/hm_fractions.html Another is Melvins Make a Match, from PBS Kids: http://pbskids.org/cyberchase/games/equivalentfractions/ All students should have brought home memos at the beginning of the unit informing their parents that the class was embarking on a study of fractions and asking parents to involve them in activities at home that use fractions, like dividing foods such as pancakes or apples into fractions and talking about them. The students who do not have Internet access or a computer can be encouraged to take the lesson further and have someone in their house divide 2 pieces of fruit or candy into sets of equivalent fractions and then share them with the child.

RUBRIC FOR ASSESSMENT: TARGET 3 Students fraction sets are written in complete statements. Individual fractions are correct and complete Students have provided at least four sets of equivalent fractions. Students have organized their work on the page in a way that is legible and graphically organized. SATISFACTORY 2 Not all fraction sets are written in complete statements (fragments) Not all individual fractions are correct and complete Students have provided 2 sets of equivalent fractions Students have minimally organized their work on the page. UNSATISFACTORY 1 Only 1 or no sets of equivalent fractions are complete One or fewer individual fractions are correct and complete Students have provided insufficient amounts of equivalent fractions (one or fewer). Students work on the page is disorganized and illegible.

Score

/12