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# Lesson plan

## Megan Drew Grade: 4th Lesson duration: 30 min

Topic/Title of lesson: Small Group Re-teach: Equivalent Fractions

## VISION-SETTING: KNOW, SO, SHOW

STANDARD(s) 3.NF.A.3 Explain equivalence of fractions in special cases and compare fractions by reasoning about their size
ADDRESSED 4.NF.A.2 Compare two fractions with different numerators and different denominators by creating common
denominators or numerators.
CENTRAL FOCUS After an initial lesson on the concept of equivalent fractions and finding them using common denominators, this small
(CF) group with be re-taught this concept.
EU/EQ What is an equivalent fraction?
How can equivalent fractions with different denominators be represented on fraction strips.

LEARNING Students will be able to compare fraction equivalencies by using faction strips.
OBJECTIVES Students will be able to use cross multiplication to determine if fractions are equivalent.
ASSESSMENT Formative assessment – Observation and assistance of students exploration of equivalent fractions with fraction strips
STRATEGY Summative assessment – Exit Ticket
ACADEMIC Numerator, denominator, fractions and equivalent.
VOCABULARY/
LANGUAGE
PRIOR Numerator is the pieces of the fraction being used. Denominator is the amount of pieces represented in the whole.
KNOWLEDGE AND Multiplication.
CONCEPTIONS

UDL/PLANNED SUPPORT

UDL Multiple means of representation Multiple means of expression Multiple Means of engagement
 Visual, kinesthetic, and  Inquiry based learning through  Fraction strips
Auditory learning styles. fraction strips.  Common denominators

## Common Have to have the same denominator or numerator initially.

Misconceptions Fractions have to be simplified to their smelliest form.
When you change the denominator you do not have to change the numerator.

Updated 1/9/19
MATERIALS, RESOURCES, and INSTRUCTIONAL TECHNOLOGY

SASE version
What resources and technology do you need to teach the lesson: What materials, technology will students need?
Fraction strips, Exit Ticket, whiteboard, dry erase marker, eraser Pencil, dry erase marker, whiteboard, eraser

## INSTRUCTIONAL STRATEGIES AND LEARNING ACTIVITIES

(Describe explicitly what the teacher and the students will do to meet learning outcomes. Use bulleted or numbered list)
What is the teacher doing? What are students doing?
LAUNCH/  Introduction to equivalent fractions:  Students will use fraction strips to try to make
Beginning (5-7 mins) o Can you show me to factions on these equivalent fractions?
strips that look the same but are made with
different faction strips or pieces?
LEARNING  Students show one pair of equivalent fractions and  Students show one pair of equivalent fractions and
ACTIVITIES/ determine as a group if they think if it is equivalent determine as a group if they think if it is equivalent
Middle (15 mins) or not. or not.
 Based off of our group feedback what is an  Students answer the question out loud.
equivalent fraction?  Students follow the instruction on their
 With whiteboard, explain how to find equivalent whiteboard. And complete practice problem.
fractions by finding common denominators.
CLOSURE/  Students complete exit ticket (found below) to  Students complete exit ticket (found below) to
End (5-7 mins) determine their understanding of equivalent determine their understanding of equivalent
fractions. fractions.

Extension/Reinforcement/Homework
Take the fraction strips home and find 4 pairs of equivalent fractions out of them. Record these pairs in your math notebook.
* Please attach copies of assessments and/or handouts to be used

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Exit Ticket:

SASE version
Using the method of your choice, are the fractions equivalent? Why or why not?

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