April 1, 2018
by Sarah Zegarra

Lesson plan

Equivalent Fractions Memory Game

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Students will be able to identify and generate equivalent fractions.

(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.
(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.
(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.
(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.

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.
(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.
(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.

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