Name: Mrs.

Linda Matz
Grade Level: 3rd
Lesson Plan Title: Food is for Sharing!
Indiana Department of Education Standard(s):
3.NF.2 Understand a fraction as a number on the number line; represent
fractions on a number line diagram. (Parts A and B)
3.NF.3 Explain equivalence of fractions in special cases, and compare
fractions by reasoning about their size. (Parts A, B, and C only; not part D)
Lesson Plan Objectives:
- Students will recognize a point on a number line
- After drawing multiple number lines split into different even sections,
students will make observations about specific points on the number
lines
- Based on drawn number lines, students will identify equivalent points
- Students will recognize that each point on the number lines can be
written as a fraction
- Students will recognize fractions as parts of a whole through
illustrations of rectangles and circles divided into even sections
- After drawing multiple rectangles and circles split into different even
sections, students will make observations about specific sections on
the shapes
- Based on drawn shapes split into different even sections, students will
identify equivalent sections
- Students will recognize that each section on a shape can be written as
a fraction
- Students will be able to apply the concept of equivalent parts (or
fractions) of a whole with real life objects
Equipment Needed: Different colored dry-erase markers or chalk, Fraction
Circles handout (www.nsa.gov), large pictures of multiethnic food items that
are rectangular or round (pizza, quesadillas, egg rolls), list of practice
problems to go over in class by students (www.nsa.gov).
Preparation Time: Drawing or printing three copies of each multiethnic
food item and splitting them into different sized equal portions (45 minutes).
Printing 25 copies of the Fraction Circles handout (10 minutes). Making a
list of practice problems to go over in class by students (10 minutes).
Preparation time is a total of one hour and five minutes.

Motivator: Do you all think its possible for a whole number to be equal in
size, or equivalent, to another whole number? (Let class respond. Make
sure that they all know that its not possible.) Well, what if I told you that
there are many different fractions out there that are the same in size, or
equivalent? If you dont believe me, today were going to prove it!
Introduction: Im going to start by writing a very important definition on
the board. Equivalent fractions are two fractions that represent the same
rational number. **Rational means that it can be written in the form of a
fraction (P/q), but q (or the denominator) cannot equal to 0. Before we get
confused, lets elaborate this definition by looking at a few number lines.
Step-by-Step Procedure:
1) Start with the fraction, 2/4. Draw a number line on the board
beginning with 0 and ending in 1, splitting it evenly in four equal
parts, labeling the points, and marking 2/4 on the number line.
2) Next, draw a number line on the board beginning with 0 and ending in
1, splitting it evenly in two equal parts, and labeling the points.
3) Then, draw the last number line on the board beginning with 0 and
ending in 1, splitting it evenly in eight equal parts, and labeling the
points.
4) Ask the class if they notice anything about certain points on the three
number lines, and which points (or fractions) can they tell are the
same distance based on how the points line up. Let class think for a
minute or so.
5) Have a student volunteer to come up to the board and with the black
marker, mark all the points that seem to be equivalent to 2/4 (already
marked). Next, have another student come up and with a blue marker
mark a point on the first number line and mark all the ones from the
other number lines that appear to be equivalent. Then, have one more
student come up and with a red marker pick the last point on the first
number line and mark the points on the other number lines that appear
to be equivalent.
6) Ask the class why is it correct to say that these color-labeled points
(or fractions) are equivalent. Let class respond. Explain to them that it
is because every number line begins with a 0 and ends with a 1. The
fractions in each number line add up to 1. We are taking 1 whole, and
splitting it up differently.

7) Explain the new meaning of fractions (parts of a whole). Tie it back to

the first fraction that was talked about. 2/4 now means to count 2 parts
out of 4 equal parts. Make emphasis that the parts must all be equal as
they were on the number lines.
8) On the board, draw three rectangles, splitting on up into 4 equal parts,
one into 2 equal parts, and one into 8 equal parts, and labeling each
part. Shade 2/4 of the first rectangle with a black marker.
9) On the board, draw three circles, splitting on up into 4 equal parts, one
into 2 equal parts, and one into 8 equal parts, and labeling each part.
Shade 2/4 of the first circle with a black marker.
10)
In the second rectangle and circle, shade with a black marker
to visually show that it is equivalent to 2/4. In the third rectangle and
circle, shade 4/8 with a black marker to visually show that it is
equivalent to 2/4 and .
11)
With the blue marker, use stripes to shade from the first
rectangle and circle and 2/8 of the third rectangle and circles to
visually show equivalence. With the red marker, use polka dots to
shade of the first rectangle and circle and 6/8 of the third rectangle
and circle to visually show equivalence.
12)
Refer to the previously drawn and labeled number lines to back
the concept up.
13)
Next, ask the students what kinds of foods they like and are
easy to share with others. As they respond out loud, take out the three
drawings or printings of each multiethnic food item (pizza, quesadilla,
egg rolls) that is divided and labeled into fourths, halves, and eighths.
14)
With these drawings or printings in front of the students, ask
them real life questions so that they think about fractions in a more
concrete way (food).
15)
Pass out the Fraction Circles handout (www.nsa.gov) for
students to observe equivalency patterns in the different circles
divided into halves, thirds, fourths, fifths, sixths, eighths, tenths, and
twelfths.
16)
Use the list of practice problems (www.nsa.gov) that you
created to put on the board for students to come up one by one and do.
Encourage students to refer back to the Fraction Circles handout for
their answers. Sample problem: 4/10=?/5
Closure/Assessment: There is no assessment for this lesson because it was
the introduction of the concept of equivalent fractions.

Success for All: For students with exceptionality, I will make sure I have a
printed general outline of my lesson big enough for them to see (if they are
visually impaired). This will help them follow along and be able to refer
back to previous points that Ive talked about if they need to.
Reflective Comments: This lesson plan was very effective because I
explained the same thing over again in three different and distinct ways.
That way everyone was able to understand the concept of equivalent
fractions based on only observations. I also incorporated more than just the
traditional American pizza so that students from other cultures were able to
apply the concept of equivalent fractions with food that they are more
familiar with in their culture.

Sources:
The Indiana Department of Education website
(www.doe.in.gov/achievement/curriculum/mathematics-toolboxes)
Online lesson plan
(www.nsa.gov/academia/_files/collected_learning/elementary/fractions/are_
you_my_equal.pdf)