Lesson Plan

Subject: Number & OperationsFractions

Topic: Equivalent Fractions

Grade: 3
Teacher: Melissa Tetreault

Essential Question:
1. How do models and manipulatives help you understand equivalent
fractions?
2. Where do we use fractions in everyday life?
Goals: Explain equivalence of fractions in special cases and compare fractions by
reasoning about their size. (CCSS Math.3.NF.2)
Objectives:
A. General: Understand fraction equivalence.
B. Specific:
1. Make sense of fraction equivalence by using concrete objects.
2. Use visual fraction models to recognize and generate equivalent
fractions.
3. Recognize and generate simple equivalent fractions, and explain
why the fractions are equivalent.
4. Apply knowledge of equivalent fractions as a strategy to solve realworld problems.
Methods/Materials:
Books: The Hersheys Milk Chocolate Bar Fractions Book by Jerry Pallotta
Working With Fractions by David A. Adler
Math Stations (all must have construction paper and writing utensil)
1. 1 inch square tiles (red, yellow, blue, and green) and Task cards set
1 (see below)
2. Money station: different denominations of bills/coins
3. measuring cups with beads or beans
4. Finding Equivalent Fractions: Task card set 2 (see below), dry erase
sleeves with equivalent fraction printouts, dry erase markers
Task card set 1: Guidelines for design to show equivalent fractions
(example: Create a design that shows = 2/4 by using colored tiles)
Task card set 2: numbered cards to be used as multipliers
technology: BrainPop.com game on SmartBoard or ABCYa.com (Equivalent
fractions BINGO), The Fraction Rap (YouTube)
groups (predetermined)
Equivalent fractions worksheet (classwork/homework)
dry erase boards and markers (for assessment; students already have)
Direct Instruction (10-15 minutes): Read: The Hersheys Milk Chocolate Bar
Fractions Book, vocabulary: define and review unit fractions ( , , 1/3 , 1/6,
1/8, 1/5, 1/10), define and review the terms numerator (number written above the
line in a common fraction to indicate the number of parts of the whole) and
denominator (number below the line in a fraction, indicating the number of equal
parts into which one whole is divided), introduce and define equivalent fractions
(fractions that may look different but have the same value) by demonstrating on
the board using circles, bars, and/or number lines and regrouping, demonstrate

how to multiply the numerator and denominator by a form of one to get an

equivalent fraction, watch The Fraction Rap
Guided Practice (10 minutes):
Engagement activity:
1. Model equivalent fractions by grouping students (example: 6 students
grouped into thirds, halves; 8 students grouped into fourths, halves; 10
students grouped into fifths, halves)
2. Have students come up with different groupings (12 students, 16 students,
etc.) and ask the students to regroup to show an equivalent fraction

Differentiation: If necessary, demonstrate on the board what numerically

is occurring when students form the groups to show the fraction, and then
what fraction is represented after they regroup. This may be necessary for
students who do not understand the regrouping process of the lesson.
Reinforce the concept of regrouping as part of obtaining equivalent
fractions.
Independent Practice (small group) (10 minutes):
Math stations: **Give complete instructions for each station**
Station one- students are to choose a Task card and follow instructions on
the card, then draw the design to show the two designs represent
equivalent fractions
Station two-students are to demonstrate by drawing on paper how different
denominations of coin/bills have the same value (ex. 2 quarters = 50 cents
(half dollar coin) = one half of a dollar)
Station three- students use the measuring cups to demonstrate equivalent
values (example: 2-1/4 cups = cup; 2-1/2 cups = 1 cup), draw on
construction paper different equivalent measurements
Station four- students use the numbered task cards to demonstrate which
number the numerator and denominator must be multiplied by in order to
obtain the equivalent fraction
***Provide individual instruction as needed during this time***
Closure (10 minutes):
Students share what they completed at each station
ABCYA.com activity: Equivalent Fraction BINGO
Read Working With Fractions by David A. Adler
Assessment and Evaluation of Lesson:
Formative assessment (5-10 minutes):
Students give an equivalent fraction to the fraction that is provided (using
dry erase boards)
BrainPop.com activity
Summative Assessment:
Equivalent fractions worksheet (to be graded; will be started in class if
possible and if necessary finished for homework)
Time and Resources: 45-55 minutes (expect to carry over to following lesson)
Resources:
Book: David A. Adler Working With Fractions

Book: Jerry Pallotta The Hersheys Milk Chocolate Bar Fractions Book
ABCYa.com
BrainPop.com
The Fraction Rap- YouTube