### Lesson plan

# Equivalent Fractions Memory Game

#### Learning Objectives

Students will be able to identify and generate equivalent fractions.

#### Introduction

*(2 minutes)*

- Write the following on the board:
**1 foot is equivalent to 12 inches**12 eggs is equivalent to a dozen eggs - Read the sentences aloud and ask students to consider what they think the word equivalent means.
- Affirm that equilavent means 'the same as'. Tell students that today they will learn about
**equivalent fractions**or fractions that have different numbers but represent the same value.

#### Explicit Instruction/Teacher modeling

*(8 minutes)*

- On a piece of chart paper, write the title 'Equivalent Fractions' and draw a t-chart below it.
- On the left side, write 1/2 and draw a bar model to represent the fraction below it. Continue down the row, writing and drawing bar models for other fractions such as 1/3, 3/7, 15/20, and 8/10 (Note: This chart can be made ahead of time).
- Tell students that any fraction multiplied or divided by a fraction with a value of one (same numerator, same denominator) is equivalent.
- On the right side of the t-chart, model how you find equivalent fractions and state your strategy explicitly.
- Inform students that equivalent fractions are generated by either multiplying or dividing the numerator and denominator by the same digit (i.e. 3/7 x 2/2 = 6/14). Be sure to draw a bar model to demonstrate how the shaded area of both fractions are the same.
- Mention that when the fraction is in its simplest form such as 1/2, 1/3, and 3/7, the only way to find equivalent fractions is by multiplying, and not dividing it.

#### Guided Practice

*(10 minutes)*

- Create a similar t-chart on another piece of chart paper and invite two students to come up, and fill out the chart by generating equivalent fractions. For example, student A can choose the first fraction, while student B finds an equivalent fraction, and then student A must find yet another equivalent fraction.
- Repeat the process with several pairs of students, and then have them work with a partner to generate equivalent fractions on their own using scratch paper.

#### Independent working time

*(10 minutes)*

- Distribute four index cards to each student.
- Instruct them to write in large print one fraction and three equivalent fractions to match.
- Circulate the room to ensure students are writing a set of equivalent fractions.
- Divide students into groups of three or four.
- Show students how they will combine and shuffle their index cards into a pile, place them face down in an array, and play the memory game. When they find two that are equivalent, they get to keep them.
- Monitor students as they play until all cards are matched up in pairs.

#### Differentiation

**Support:** what to change

- Allow students to complete the Equivalent Fractions Exercise for additional practice (see resources).
- Gather students in a small group to review the concept of equivalent fractions with basic examples such as 1/2 = 2/4. Accompany each fraction with a visual aide.

**Enrichment:** what to change

- Challenge students with prealgebraic problems related to equivalent fractions such as 3/4 = ?/12.

#### Assessment

*(5 minutes)*

- Write a fraction on the board, ask students to write an equivalent fraction on their whiteboard, and have them hold it up in the air.
- Repeat with another fraction to measure students' ability to produce equivalent fractions.

#### Review and closing

*(5 minutes)*

- Show the following on the board: 2/5 = 4/10 = 6/20.
- Ask students to look at the number statement and reflect on whether it is true. Then, invite them to turn to a partner to fix the sentence so it is correct. Encourage students to share their math thinking.