# Evaluating Equivalent Fractions

• Math
• 45 minutes
• Standards: 4.NF.A.1
• no ratings yet
August 14, 2015

Students will practice coming up with equivalent fractions in a fast paced challenge! This is an introductory lesson to equivalent fractions.

### Learning Objectives

Students will be able to generate equivalent fractions.

## Lesson

### Introduction (5 minutes)

• Write the word "equivalent" on the board.
• Ask students what word they see in "equivalent" that looks familiar? Once students see the similarities to "equal," explain that equivalent fractions are fractions that are equal to one another.
• Draw a circle on the board and split it in half. Color one half of the circle. Ask students what fraction is being shown. Write "1/2" on the board.
• Now, draw another line perpendicular to the first through the circle. Ask students what fraction is being shown now. Write "2/4" on the board.
• Explain that although these are two different fractions, they are equivalent to one another. The amount shaded on the circle did not change, it was simply divided into more parts.

### Explicit Instruction/Teacher Modeling (10 minutes)

• Return to the two fractions on the board: 1/2 and 2/4.
• Explain that to determine if two fractions are equivalent, you must be able to multiply or divide the numerator and denominator by the same number.
• Ask students what they can multiply both the numerator and denominator by in 1/2 to have it equal 2/4.
• Show students other fractions that are equivalent to 1/2 and 2/4, such as 3/6, 12/24, and 100/200. In each case, show students how the numerator and denominator are multiplied by the same number to create the equivalent fraction.
• Show students another fraction: 8/24. Show students how the numerator and denominator could be divided by 8 to equal 1/3, or by 4 to equal 2/6.

### Guided Practice/Interactive Modeling (10 minutes)

• Have two students come up to the whiteboard at a time.
• Give students a fraction. Students need to write an equivalent fraction as quickly as possible.
• Whoever writes a correct equivalent fraction first stays at the board.
• Continue by having students come to the board to come up with equivalent fractions.

### Independent Working Time (10 minutes)

• Hand out the Equivalent Fractions worksheet.
• Students should complete the worksheet as directed, but also generate at least 2 additional equivalent fractions for each fraction given.

## Extend

### Differentiation

• Enrichment: Have students come up with real life scenarios of where they would need to know equivalent fractions. Students can work in pairs to brainstorm ideas.
• Support: Some students who struggle with basic multiplication facts may have difficulty generating more equivalent fractions. These students could use a multiplication chart when coming up with equivalent fractions.

## Review

### Assessment (5 minutes)

• Use the correctness of the Equivalent Fractions worksheet to determine students' understanding.

### Review and Closing (5 minutes)

• Have some students share the equivalent fractions they came up with from their worksheet.
• As students share, have the rest of the class determine how they know these fractions are equivalent. For example, 2/3=10/15. Both the numerator and denominator were multiplied by 5.