Lesson Plan Format:

Teacher_______Dawn Gruber
I.

Grade Level_______4th

Content and Standards: CCSS.MATH.CONTENT.4.NF.A.1 Explain

why a fraction a/b is equivalent to a fraction (n a)/(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.
CCSS.MATH.CONTENT.4.NF.A.2 Compare two fractions with different
numerators and different denominators, e.g., by creating common
denominators or numerators, or by comparing to a benchmark fraction
such as 1/2. Recognize that comparisons are valid only when the two
fractions refer to the same whole.

II.

Prerequisites: In order to complete this lesson, students will recall

their prior knowledge of using models to show equivalency of fractions.
Students will need the prerequisite skills of representing and
comparing fractions with like denominators.

III.

Instructional Objective: SWBAT: Recognize equivalent fractions

using visual fraction models.

SWBAT: Solve for equivalency

between two fractions with different numerators and different

denominators.
IV.

Instructional Procedures: BDA I will tell the students that today we

are going to be working on solving for equivalent fractions. I will review
with them what equivalent means and review equivalent fractions using
models. I will then explain that we may not always have models to look
at when solving for equivalent fractions. I will explain to them and
model for them that when trying to solve for equivalent fractions we
can use the rule we learned when adding unlike denominators: what
you do to the denominator, you do to the numerator and vice versa

when the denominator is not given. We will complete a practice

problem together in which there will be a missing numerator or
denominator and we need to solve for equivalency and I will have
students come to the board and practice a problem. To close the
lesson I will remind students when going from a smaller numerator or
denominator to a larger number when finding an equivalent fraction,
you multiply the top and bottom by the same number. The students will
turn and talk to complete an equivalency fraction word problem. We
will discuss the solution and students will complete an exit ticket.
V.

Materials and Equipment: PowerPoint Lesson (used to teach the

lesson).

VI.

Assessment/Evaluation: The students will complete an exit ticket that

will consist of 4 problems. Two of which the students will solve for the
missing numerator that completes the equivalent fraction and two
problems of which the students will solve for the missing denominator
that completes the equivalent fraction.

VII.

Differentiation: Individualized Activities: Students will turn and talk

with a partner next to them to work together to solve a problem that
involves equivalent fractions. Students will have a worksheet for
homework that consists of equivalent fractions problems that will
reinforce what was learned in the classroom.

VIII.

Technology: SmartBoard (used to project the PowerPoint and create

an interactive environment for the students to participate in the lesson.)
Students will view a video on Equivalent Fractions that will help
reinforce their understanding of equivalent fractions.
https://jr.brainpop.com/math/fractions/equivalentfractions/preview.weml
Students can use their Chromebooks and go to
http://www.mathplayground.com/ to play an interactive equivalent

fractions game. This will give them the practice of performing the
functions learned in this lesson.
IX.

Self-Assessment I will ask myself the following:

1. What went well in this lesson? Why?
2. What problems did I experience? Why?
3. What could I have done differently?
4. What did I learn from this experience that will help me in the future?
5. Were my activities aligned with objectives?
6. Did I anticipate/prevent likely misconceptions?
7. Was my assessment aligned with objectives?