Subject/Activity/Topic: Equivalent Fractions Grade: 3rd Objective: Students will be able to use models to find equivalent fractions Standards:

3.NF.3: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size 3.NF.3a: Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line 3.NF.3b: Recognize and generate simple equivalent factions. Explain why the fractions are equivalent by using a visual fraction model Materials: Fraction strips (a set for each student) Worksheets (2) Procedure: Have the students sit at their desks and make sure that their desks are cleared Ask students to raise their hands to tell me something that they already know about fractions (numerator; denominator; part; whole; etc) or a fun fact about fractions Explain to students that certain fractions can mean the same part of the whole and that there is a special name for those fractions equivalent fractions. Hand them their fraction strips and instruct them to spread out the strips so they can see all of them. I will sit at the desk and turn on the Smart Board and projector so the students can follow along. Before handing out the first worksheet, I will show students how to use their fraction strips to show equivalent fractions. Show to students how if the lines match up you have an equivalent fraction. Then all they would have to do is count the number of sections on the fraction strip. Show them how to line up the 1/2 strip and the 1/4 strip to show 1/2 = 2/4. Then take away the 1/4 strip and line up the 1/5 strip to show that 1/2 does not equal 2/5 or 3/5 because the lines do not line up. Pass out the worksheet with nine equivalent fractions on it with a missing numerator in each equivalent fraction. Tell students that they need to do the

worksheet with me and not go ahead. Call on students to talk me through the fraction and how they can use their fraction strips to find the missing numerator. I will stand up and go over to the student and assist him/her if necessary. As students give me the correct answer I will fill out the worksheet I have posted on the board. Answer any questions along the way that students may have along the way Once the class has successfully completed filling in the nine missing numerators for their equivalent fractions, I will explain the next task. The next worksheet already has the fraction strips printed on the worksheet that they would need to figure out an equivalent fraction. Illustrate to students how they can use a crayon to color in the fraction strip to help them see the equivalent fraction. Also tell students that they can continue to use their fraction strips if they want to. Hand out the worksheet. Based on how the either steps go and how much time it takes will determine how much time I will give to the students to allow them to complete this worksheet. I will walk around to assist students. Early finishers will be instructed to find another equivalent fraction for each problem. If there is time I will go over the worksheet with the students; however, if there is not time I will collect the second worksheet to grade. Assessment: Students answers to the questions I ask them. Especially the questions about how to use the fraction strips to support their answer. The second worksheet that I will collect to see how students did on their own with finding the equivalent fractions Management Issues/Transitions Do not move on or start talking until the students are quiet If a student is being disruptive I will use non-verbal and verbal strategies to stop the misbehavior and if the misbehavior continues I will pull the child aside Students will not be moving from their seats, so transitions are not needed Differentiation: I will give the students who are struggling one-on-one help Early finishers will be instructed to find another equivalent fraction for each fraction