Mathematics Lesson Plans- Fractions

Resource Room 2015

Kelley Wier
Equivalent Fractions- 5th Grade
Objective:
Materials:

Opening:

Presentation:

Guided Practice:

Individual Practice:

Closing:

Assessment:

Students will review basic knowledge of fractions and

independently produce
examples of equivalent fractions.
• Post it note and posters from earlier session

• Fraction match up cards

• Fraction flipbooks for each student
• Fraction strips
Discuss
• What are some ways that you experience
fractions in your life? Where
do you see fractions? (recipes, pizza, sharing,
etc.)
Brainstorm on chart paper
• What do you know about fractions/What do you
still need to learn
• Post it note posters from earlier session
• Give each student a stack of post it
notes to add ideas to the posters
Review Fractions
• Basic examples
• Part of a whole, part of a group
• Numerator and denominator
• Different forms-‐ word, number, fraction of whole,
fraction of group
• Can present posters and pages created by students in
earlier session to
review these concepts
Review Equivalent fractions
• Today we will be using fraction strips to
explore more about fractions
• How many ¼ strips make ½? How many 1/8
strips equal ½?
• These are called equivalent fractions.
• Define equivalent-‐ equivalent fractions have the same
value but use
different numbers for the numerator and denominator
Equivalent fraction group brainstorm
• Work together to come up with as many
equivalent fractions as we can
for ½
• Prompt students to use the fraction strips to help
come up with ideas.
• Record ideas on chart paper
Fraction Flipbooks
• Give each child a fraction flip book

• Explain the flipbook-‐ each page represents a

different fraction (1/2,
1/3, 1/4, etc.)
• For each fraction, show a way to represent that
fraction and an
equivalent fraction to it. For example, on the 1/2
page, I would draw a
circle split in half to represent the fraction.
Then I would write 2/4 as
an equivalent fraction.
• See if students can come up with an equivalent
fraction for each page.
Then challenge them to come up with even
more!
Share/Discuss
• What are some examples of equivalent fractions that
you came up
with?
• Did you notice any patterns with equivalent fractions?

Brainstorm posters and fraction flipbook

Accommodations:

May need
prompting to come
up with ideas.

Will need to write

ideas for Mycah
Can complete the
fraction match up
cards activity if
more review is
needed before
moving on

Prompt students to
use fraction strips
if they get stuck.
For example, line
up the ½ strip
against the ¼
strips to see if you
find a match.
Comparing and Ordering Fractions- 5th Grade

Objective:
Materials:

Students will be able to independently use strategies

to order
fractions from least to greatest.
• Fractions comparison poster

Accommodations:
Opening:

Presentation:

Guided Practice:

Individual Practice:

Closing:

Assessment:

• Post it notes
• Fractions ordering cards
Brainstorm
• Draw pictures on the board.
• My mom makes the most delicious cookies in the
world. I
have two of her cookies here that have been
cut into pieces.
I ate some of the pieces for breakfast. So,
would you like to
have ½ of a cookie or ¾ of a cookie? Why?

• Same activity but with 4/5 of a cookie and 4/7

of a cookie.
Discuss
• What are some other examples of fractions that
we might
compare? Why is it important to compare them?
Explore Comparing/Ordering Fractions
• We can look at two fractions and compare to see
which is
greater or less
• Look at and discuss a few examples-‐ 1/3 and 2/3,
1/3 and
1/5, etc. Explore fractions with same and
different
denominators. Use pictures or fraction strips.
• Review and practice strategies for comparing fractions-‐
look
at denominator, using manipulatives, drawing pictures,
common denominator
Group Brainstorm
• Fractions greater than ½, fractions less than ½,
fractions
equal to 1/2
• Hand out post it notes with different fractions
on them.
• Allow students to use their fraction strips to help
them
figure out fractions that are greater, less than,
or equal to ½.
• Have students place their fractions in the correct
box on the
poster
Discuss
• How can you tell if a fraction is greater or less
than ½?
• Have students explain how they used their
fraction strips or
knowledge of equivalent fractions to help.
• Possible responses: If you know 3/6 = ½, then
you know 4/6
is greater because it has an extra piece. You
also know that
2/6 is less than ½ because it is less than
3/6.
• When the bottom number (denominator) is bigger, like

5/20, then each piece is smaller. So you need

a lot more than
5 on the top to make it ½.
• If the numbers in the fraction are close to each
other, it’s
more than half. If they’re far apart, it’s
most likely less than
half.
Explore Ordering Fractions
• If we know how to compare two fractions, than
we can order
them from least to greatest
• Practice together-‐ 1/3, 1/8, 2/4, 3/5
Fraction Ordering cards
• Give each student a set of cards to put in
order from least to
greatest
• Prompt students to use fraction strips or draw
pictures to
help
• Share out to the group and work together to fix
any mistakes
Share
• How do you figure out if a fraction is greater or
less than
another? What patterns did you notice? What
tricks did you
use?
Correct ordering of cards

Allow time for

students to
think/write out
responses so that
Zander can fully
participate in the
discussion by
typing out
responses on his
device

Read fractions
aloud to Zander
and have him tell
me if it is greater,
less than, or equal
to ½

Have a list of the

fractions of
Zander’s set on 1
sheet of paper so
that he can view
all of the fractions
at once. He will
be able to type
them into his
device in the
correct order