Caroline Anderson

MEFB 460 503

Lesson Plan Elements – 5E Instructional Model

Equivalent Fractions- 4th Grade
Instructional Objective (Measurable)

The students will be able to determine equivalent fractions on a worksheet with at

least 80% accuracy.

TEKS

§111.6. Grade 4, Adopted 2012.

(b) Knowledge and skills.

(3) Number and operations. The student applies mathematical
process standards to represent and generate fractions to solve
problems. The student is expected to:
(C) determine if two given fractions are equivalent using a
variety of methods;
Rationale
Students must be able to understand and identify equivalent fractions in order to
eventually be able to add, subtract, multiply, and divide fractions, simplify fractions,
compare fractions, and solve real world problems.

Materials

• Dry measuring cups and spoons (one set per group)

• Interactive whiteboard
• Rice (one cup per group in a plastic baggie)
• Salt (one cup per group in a plastic baggie)
• Pencils (one per student)
• Fractions Recording Sheet (one per student)
• Equivalent Fraction Problems (one per student)
• Index cards (one per student)

Resources
(Engage) Equivalent Fractions Song: https://www.youtube.com/watch?v=vKXqzpz-
G0
(Engage, Explore, Explain, Extend) https://www.education.com/lesson-
plan/cooking-school-fractions/
(Evaluate)
https://www.homeschoolmath.net/worksheets/equivalent_fractions.php
Caroline Anderson
MEFB 460 503
Getting Ready for the Lesson
The desks should already be arranged in groups of four in order to allow for group
work during the lesson. There should be baggies of salt and rice already prepared,
and when it comes time for the explore part of the lesson, the students can come up
one group at a time to get one baggie of rice and one baggie of salt. There should be
set of measuring tools divided up at the front of the room ready to be picked up by
the students when they grab their baggies of food. The worksheets should be in
divided stacks at the front of the room ready to be passed out when it is the
appropriate time. The interactive whiteboard should already be turned on, and the
video link should be pulled up ready to be played at the beginning of the lesson.

Prior Background Knowledge Needed (Prerequisite Skills)

§111.5. Grade 3, Adopted 2012.

(b) Knowledge and skills.

(3) Number and operations. The student applies mathematical
process standards to represent and explain fractional units. The
student is expected to:
(A) represent fractions greater than zero and less than or equal to
one with denominators of 2, 3, 4, 6, and 8 using concrete objects and
pictorial models, including strip diagrams and number lines;
(B) determine the corresponding fraction greater than zero and less
than or equal to one with denominators of 2, 3, 4, 6, and 8 given a
specified point on a number line;

(C) explain that the unit fraction 1/b represents the quantity formed
by one part of a whole that has been partitioned into b equal parts
where b is a non-zero whole number;

(D) compose and decompose a fraction a/b with a numerator greater

than zero and less than or equal to b as a sum of parts 1/b;
(E) solve problems involving partitioning an object or a set of objects
among two or more recipients using pictorial representations of
fractions with denominators of 2, 3, 4, 6, and 8;
(F) represent equivalent fractions with denominators of 2, 3, 4, 6, and
8 using a variety of objects and pictorial models, including number
lines;
(G) explain that two fractions are equivalent if and only if they are
both represented by the same point on the number line or represent
the same portion of a same size whole for an area model; and
Caroline Anderson
MEFB 460 503
(H) compare two fractions having the same numerator or
denominator in problems by reasoning about their sizes and justifying
the conclusion using symbols, words, objects, and pictorial models.

Teaching Procedure

5E

Engage

Equivalent Fractions Song: https://www.youtube.com/watch?v=vKXqzpz-G0

Questions to ask students: Who has ever made anything in the kitchen? Who has
baked anything? What sort of tools do you use for cooking and baking? What do
measuring cups and spoons do? How can measuring tools represent equivalent
fractions?

Objective: The students will be able to determine equivalent fractions on a

worksheets with at least 80% accuracy.

Explore
Each group of students receives a set of measuring cups and spoons. Each student
will receive a Cooking School Fractions Recording Sheet, and they must fill it out as
they work with their groups and the measuring tools. Each group of students will
receive rice and salt. The groups will work through the worksheet using the tools to
discover equivalent fractions. Once each group has completed the worksheet, the
teacher should go over the equivalent fractions with the class on an interactive
whiteboard. Each group of students should then clean up the rice and salt. The
measuring tools can remain on the group’s tables throughout the rest of the lesson.
Caroline Anderson
MEFB 460 503
Caroline Anderson
MEFB 460 503

Explain
Review what the term equivalent means. Explain to the students the fraction that is
used for each measuring cup and spoon. Explain that exact measurements are
important in cooking and baking, and it is important to understand equivalent
fractions in case one does not have every single measuring cup and spoon possible
in the kitchen.

Extend
Each student will receive a worksheet that they can use their worksheet from earlier
in the lesson to complete. These questions are more analytical and require students
to apply their knowledge of equivalent fractions and measuring tools.
Caroline Anderson
MEFB 460 503

Evaluate
The students will independently complete a worksheet that tests their knowledge of
equivalent fractions that they practiced in the earlier activities including measuring
tools and equivalent fractions. The objective is to complete the worksheet with at
Caroline Anderson
MEFB 460 503
least 80% accuracy.
Caroline Anderson
MEFB 460 503

Closure

Objective: The students will be able to determine equivalent fractions on a

worksheet with at least 80% accuracy.

The students learned how measuring cups and spoons can help demonstrate
equivalent fractions. The students are hopefully now able to apply that information
to determining equivalent fractions on a worksheet with a visual representation of
equivalent fractions rather than with measuring tools. Tomorrow the students will
determine equivalent fractions without a visual representation as an aid.

Specific Key Questions

1. Name some common equivalent fraction denominators.

2. Explain how you find common denominators.
3. Give an example of a real-world manipulative that you could use to find
equivalent fractions.
4. Analyze the differences between two fractions by drawing a diagram.
Caroline Anderson
MEFB 460 503
5. Construct a real-world problem where you would need to find equivalent
fractions.
6. Justify what you think is the most important thing to remember when finding
equivalent fractions.

Modifications

• English Language Learners (ELLs)- For learners not proficient in

English, I would provide a sheet of visuals that shows equivalent
fractions in different formats, such as circle fraction pies and fraction
bars.
• Struggling with the content- For learners struggling to master the
concept of equivalent fractions, I would provide more hands-on
manipulatives that allow the students to see equivalent fractions
outside of the lesson’s measuring cup activity.

Reflection on Lesson Development