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#### Learning Objectives

Students will be able to identify and represent equivalent fractions using visual fraction models.

#### Introduction

*(5 minutes)*

- Put students in groups of 3.
- Give each group a different amount of candy in multiples of 3.
- Instruct students to divide the candy evenly in the group.
- Have each group share how many pieces each person ends up with.

**Beginning:** Have students work with supportive non-ELs or an EL with the same home language (L1), if possible.

**Intermediate:** Display student-friendly definitions, images, and examples for the words *multiples* and *divide*.

- Provide a sentence frame to support student sharing, such as "Each person had
**____**pieces of candy."

#### Explicit Instruction/Teacher modeling

*(5 minutes)*

- Ask your student what
**equivalent**means. Explain that equivalent means equal. - Have them discuss the importance of understanding equivalent fractions. Ask them to discuss how fractions are used in the real world.
- Use a picture of a pizza to show students how two different pizzas can be cut into different sized slices and how each person can get the same amount.
- Provide additional examples of equivalent fractions using different shapes (e.g., a rectangle broken up into 4 equal parts with 2 parts shaded is equivalent to a rectangle broken up into 2 equal parts with 1 part shaded).

**Beginning:** Provide a bank of words and phrases that describe real world situations. Have students choose the ones in which fractions are used.

**Intermediate:**

- Provide a sentence frame for students to use as they explain, such as "It is important to understand equivalent fractions because
**____**." - Allow students to support their explanation by drawing a visual of equivalent fractions.

#### Guided Practice

*(10 minutes)*

- Distribute a copy of the Finding Equivalent Fractions worksheet to each learner. Go over the information at the top, and explain how 1/2 and 2/4 are equivalent because you can visually notice that the same amount of the circle is shaded in.
- Lead students through the first example by counting how many total parts there are in the first cookie (4) and how many are shaded (2). Say, "To create an equivalent fraction, I need to color in the same area on the second cookie. Let's count up how many total parts there are in the cookie (8) and how many are shaded (4). That shows me that 2/4 and 4/8 are equivalent."
- Put students into small groups or partnerships and have them complete the remainder of the worksheet.
- Check the worksheet together as a class, and ask students questions to prompt them to explain their process.

**Beginning:** Pair students with supportive peers or those with the same L1, if possible.

**Intermediate:** Provide sentence stems to support student conversation, such as:

- This fraction is
**____**. - We need to color
**____**. - These fractions are equivalent because
**____**.

#### Independent working time

*(10 minutes)*

- Write the following fractions on the board:
- 2/3 = 3/6
- 2/5 = 4/6
- 1/3 = 2/6
- 1/2 = 4/8

- Have students work independently in their journals to create visual models to prove whether the fractions are equivalent or not.
- Facilitate a class discussion about the equivalency of the fractions.

**Beginning:**

- Invite students to work in a small, teacher-led group. Prompt the students to think aloud about their process.
- Provide a word bank of key terms students can use as they explain. (e.g., visual model, equivalent, fraction, numerator, denominator, equal)

**Intermediate:** Ask students to talk to a partner about their answers after they have completed the work independently. Have them explain their thought process.

#### Differentiation

**Enrichment:** Have students draw pictures of real world objects that can be divided evenly.

**Support:** Work with these students in a small group, and model for them the first problem on the board before they begin their independent work. Show them more pictures of real world objects that can be divided evenly.

#### Assessment

*(10 minutes)*

- Give students the Equivalent Fractions worksheet.
- Ask students to put a star next to one of the problems on the page and explain how they know the fractions are equivalent. They should write their answer on the back of the worksheet.

**Beginning:**

- Have students complete the work in a small, teacher-led group. Ask questions to get students explaining how they arrived at their answer and how they know it is correct.
- Provide sentence stems to support students' explanation.

**Intermediate:** Ask students to explain their reasoning using a sentence frame, such as "I know **____** and **____** are equivalent because **____**."

#### Review and closing

*(5 minutes)*

- Write two fractions on the board, and have some volunteers come up to draw visual models and identify whether they are equivalent.
- Call on other students to share whether they agree or disagree with their peer's work.

**Beginning:** Have students turn and talk to a partner about whether they agree or disagree with their peer's work. Allow them to use their L1 or new language (L2) as they converse.

**Intermediate:** Provide sentence stems to support students as they share their thoughts, such as "I agree/disagree because **____**."