Fractions Lesson Plan

Lesson Plan Title: How can different fractions represent the same quantity?
Concept /Topic: Fractions Comparison
Colorado State Standards (Fourth Grade): Standard: 1. Number Sense, Properties, and
Operations
Understand that equivalence is a foundation of mathematics represented in numbers,
shapes, measures, expressions, and equations
2. Different models and representations can be used to compare fractional parts
("New Colorado P-12 Academic Standards." )

Lesson Goals:
By the end of this lesson students will be able to
Explain what equivalent fractions are and different ways to demonstrate them.
They will be able to recognize when fractions are equivalent and create them.

Required Materials:
Chrome chart or Computer access for all students
Printer
Whiteboard and Markers

Anticipatory Set (Lead-In): I will start the lesson by having

the students play a Fraction Fun game online. This will help
students start thinking about fractions and give them practice
writing fractions as well.
http://www.vectorkids.com/vkfractions.htm

Students will then journal about these questions:

1. How many correct did you get right out of 10?
2. Where in everyday life do you see fractions?
Then have students write on the broad all the different places
that they see fractions in their everyday life.

Step-By-Step Procedures:
1. Give the class a definition of equivalent fractions and
review the structure of a fraction (numerator and
denominator).
Equivalent Fractions: Theyre two fractions that although
they use different numbers, they actually represent the same
thing (Khan, 2006).
Numerator is the top of the fraction and the Denominator is
the number in the bottom of the fraction.
 2. Explain to the class how to determine whether two fractions are equal to one another.
Make sure students understand that What you do to the bottom of the
fraction you must also do to the top.
Write these two fractions on the board and ask the students to
explain how they know 2/4 is equivalent to
Do several examples on the board for the class.

Student Practice (Group/Independent):

3. Divide the class into six groups. While they are getting into groups, write the fractions
on the board.
4. Have each group come up with at least six different way to write these fractions. Each
group needs to come up with at least six different ways in their own groups just in case
their first idea is already said before they write in on the board. As the teacher circulates
the class, give students suggestions such as: An equivalent fraction Money Circle
Decimals Number line Counters Percentages
5. Invite a representative from each group to come to the front and write on of their
representations of the fractions on the front board.

Closure: Lead a class discussion about these two questions. After the discussion is over, have
each student journal about the answers and what they learned.
What are equivalent fractions?
How can different fractions represent the same quantity?

Assessment/Evaluation: Online test that has students answer whether two fractions are more
than, less than or equal to another. I will have students take this test for 2 minutes then print out
and turn in their results. Then the class will take the same test that compares fractions with unlike
denominators.I will start a timer in the front of the classroom and have the students all start
together. That way everyone will be finished and printing at the same time.

http://www.aaamath.com/fra43a-comparefract.html
This test compares the fraction with like
denominators.

http://www.aaamath.com/fra43b-comparefractud.html
This test compares the fraction with unlike
denominators.

This exit ticket evaluation will allow me to see which

students learned from the lesson and what I may need to explain better.
 Works Cited
"New Colorado P-12 Academic Standards." Unit of Academic Standards - Colorado Academic
Standards. Colorado Department of Education, n.d. Web. 18 Mar. 2017.

Khan, Sal. Equivalent Fractions. Perf. Sal Khan. Equivalent Fractions. Khan Academy, 18 Nov.
2006. Web. 18 Mar. 2017.