Creating Equivalent Fractions

Name: Hallie Utter Date: 4/2/17

Curriculum/Course: Mathematics Grade level: 3rd Grade
Materials:
- Timeline Warmup
- Fraction Circles
- Fraction Bars
- Scissors
Time/Period: 45 Minutes - Colored Pencils
- Whiteboards
- Dry Erase Markers
- Document Camera
- Pencils
- Exit Ticket
Standards:
-CCSS.MATH.3.NF.A.1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is
portioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
-CCSS.MATH.3.NF.A.3. Explain equivalence of fractions in special cases, and compare fractions by
reasoning about their size.
Objectives:
A) Using manipulatives, students analyze fractions and determine those that are equivalent without error.
B) Using manipulatives, students can create equivalent fractions with 75% accuracy.

Outcome Statement: By the end of the lesson, students will be able to analyze fractions and determine those
that are equivalent without error and create equivalent fractions with 75% accuracy.
Assessment (Formative, Summative)
Formative Assessment:
A) I will observe students use fraction circles and fraction bars as they work to develop a better
understanding of who does and doesnt understand equivalent fractions. I will jot down those who
arent producing equivalent fractions for further remediation.
B) Students will complete the exit ticket using a manipulative to justify their answer (fraction circle,
fraction bar, whiteboard).
Introduction/Hook (5 Min.)
Prior to starting the lesson, I will pass out a timeline warmup to each student. I will place the following
problem on the document camera: Place the following fractions on each time line (1/2, 2/4, 3/6). Students will
have five minutes to complete this task. I will then ask students what they noticed about the placement of all
these numbers on the timeline (they are equal). I will then explain to students that when we have fractions that
are equal, we call them equivalent fractions.
Steps in the lesson (30 Min.)
 1. I will group the students into pairs and give each pair a Fraction Circle Kit and a fraction bar sheet to
each student. I will explain to students that by using these fraction circles, we will be able to check if
we found equivalent fractions in our previous activity.
A) I will ask students to pull out our blue circle which represents our whole. I will then ask them to
find the color that represents of the whole (brown).
B) I will ask students what could we do to determine equivalent fractions using fraction circles? (see
what colors match up to the shape). I will model taking two yellow pieces which represent and
line them up with . I will then model how to find other equivalent fractions by going through each
partitioned piece. (2/4- yellow, 3/6-orange, 4/8-red, 6/12-pink).
I will ask students to create equivalent fractions for 1/3, , 1/8 etc. Students will begin with fraction
circles, and those pairs who seem to understand how to make equivalent fractions will move onto
fraction bars. Students will need to use scissors to cut out the fraction bars and lay them next to each
other. Students will begin to notice that equivalent fractions line up with each other or are equal. Once
students master the concept of fraction bars, they may move onto using whiteboards to create their own
representations. As students work on creating equivalent fractions, I will walk around and assist
students while also encouraging pairs who are ready to move onto another manipulative.
Closure Activity/Wrap up (10 Min.)
I will then pass out an exit ticket to each student and explain the directions: students will write down one
equivalent fraction for the two fractions listed. I will instruct students to draw a picture based off of the
manipulative they are using. They will turn their exit tickets into the in-box, pick up their area and return
supplies, and them work on multipcation facts.
Differentiation
What will I differentiate? Content Process Product

Students will use a variety of manipulatives to make equivalent fractions (fraction circles, fraction bars,
whiteboards)

How will I differentiate? For readiness By interest Learning profiles Ability level Affect

Students will move up to more abstract manipulatives as they become more comfortable producing equivalent
fractions.

Advanced Students: These students will use whiteboards to create their own equivalent fractions.
Intermediate Students: These students will use fraction strips to create equivalent fractions.
Struggling Students: These students will use fraction circles to create equivalent fractions
Accommodation/Modification
Attention Deficit Hyperactivity Disorder: This student will sit close to the teacher and has his back to the
window. This lesson incorporates several visual activities such as fraction strips and fraction circles which will
help this student better understand the concept. I will check in with this student constantly to make sure that he
is completing each activity and has a positive mood.

Auditory Impairment: During these activities, the classroom door will be shut to prevent auditory
distractions. I will use a document camera, fraction strips and fraction circles as visual supplements. This
student will sit closest to me in order to hear the directions clearly.