### Lesson plan

# Evaluating Equivalent Fractions

#### Learning Objectives

Students will be able to generate equivalent fractions.

#### 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

*(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.

#### 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.

#### 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.*