Grade Level: 4
Title: Equivalent
Fractions
Essential Question(s):




Subject Area(s):
__ Reading, Writing,
_X_Mathematics
GT Differentiated Exemplar Lesson
__ Science
Mathematics TEKS/Student Expectations:
__ Social Studies
What are equivalent fractions?
How can you use models to show equivalent fractions?
How can you use multiplication to find equivalent fractions?
How can you write a fraction as an equivalent fraction in simplest
form?
Assessment(s):
_X_ Pre-Assessment ___ Formative
X Summative
GT Scope and Sequence Skills:
Student Learning Styles:
(Aligned with 21st Century Skills Framework &
_X_Auditory
College and Career Readiness Standards)
_X_Visual/Spatial
__ Creative Thinking
__ Kinesthetic
_X_Critical Thinking
__ Other
_X_Communication
__ Research
(3) Number and operations. The student applies mathematical process
standards to represent and generate fractions to solve problems. The student
is expected to:
(C) determine if two given fractions are equivalent using a variety of methods;
Elements of Depth and Complexity:
_X_Language of the Discipline
_X_Details
__ Patterns
__ Trends
_X_Rules
__Ethical Considerations
__Unanswered Questions
__ Over Time
__ Different Perspectives
__ Big Ideas
Lessons and Activities
_X_ Whole Class
__ Small Group
_X_ Independent Activity
PART ONE:
Whole Class:
Administer the pre-assessment to the class. If students demonstrate mastery, they can move on to the extension menu.
If students do not show mastery, they will participate in the on-grade level activities outlined by the CRMs.
On Grade Level:
Students will work through the on grade level CRM lessons selected by the teacher. Students may also select a fraction
and then divide a piece of paper into four sections. In each box, they show an equivalent fraction with pictures, words
and numbers.
Resources:
Pre Assessment
(see attached)
Equivalent Extension Menu
(*adapted from Differentiating
Instruction with Menus by Laurie E
Westphal)
Advanced Academic Services
Austin Independent School District
GT Level Group:
After showing mastery on the formative assessment, students will select activities from the Equivalent Fraction Choice
Menu. Students select one activity to complete. If students finish their activity before you move on to the next concept,
they can select another. (See attached.)
Whole Class:
Students share completed projects in small group or whole class.
Advanced Academic Services
Austin Independent School District
Name:__________________________
Equivalent Fraction Pre Assessment
1) Draw a model that shows a fraction equivalent to 2/5.
2) Write two fractions that are equivalent to 1/3.
3) Are 2/4 and 1/2 equivalent? How do you know?
4) I have a candy box that contains an equivalent amount of M&M’s and Skittles. Which of the
following could be correct?
A. 1/3 M&M’s and 2/3 Skittles
B. 2/4 M&M’s and 2/3 Skittles
C. 2/8 M&M’s and 1/4 Skittles
D. 1/2 M&M’s and 1/3 Skittles
5) What is the simplest form of 6/8?
Advanced Academic Services
Austin Independent School District
Name:______________
Equivalent Fractions
Select an activity to complete from the list below:
_____ Create a commercial or flyer that advertises a special item for sale. It should use
equivalent fractions to try and trick the buyer into paying more for the same amount of
product.
_____Create a set of concentration cards for matching equivalent fractions. You can use
pictures, words or symbols.
_____ Create a song or a rap to teach strategies for generating equivalent fractions.
_____ Create an Equivalent Fraction Bingo Game for four players. You need to have cards for
the caller to use, four bingo boards, and an answer key. The caller will show a fraction, and you
may cover the square if you have an equivalent fraction.
_____ Create a “Color by Equivalent Fraction Page” for another classmate to do. This is similar
to color by numbers, however instead of “Color 1’s Blue” your directions will be “Color
fractions equivalent to ½ Blue”. You should have a minimum of 3 different fractions (or 3
colors) you are using. Each fraction in the directions should have 3 different equivalent
fractions in the picture.
Advanced Academic Services
Austin Independent School District
ore
Process Assessment
Teacher observes the following:
Process Observation - Frequency
Student uses correct terminology during interactions with peers and teacher.
Seldom/Never
Occasionally
Often
Consistently
Process Observation – Frequency
The student is able to guess the genre of a book by its criteria.
Seldom/Never
Occasionally
Often
Consistently
Process Observation – Quality of Creative Thinking
Typical of Peers
Student uses creativity throughout the stages of the task.
Fluent Thinker
Flexible Thinker
Unique and Original
Process Observation – Quality of Analytical Thinking
Typical of Peers
Student analyzes information during the task.
Fluent Thinker
Flexible Thinker
Unique and Original
Product Assessment
Genres
Booklet
3
Student compares and contrasts
fiction and non-fiction books.
The content highlights unique information
for the two genres and shows connections
to books not previously read aloud in class.
Student applies knowledge of the
distinguishing characteristics of genres to ma
predictions and verify the predictions.
2
Student compares fiction and nonfiction books.
Includes distinctive information for each
genre in the booklet. The content easily
connects to the books read aloud in class.
Student applies knowledge of the
distinguishing characteristics of genres to ma
predictions.
1
Student distinguishes between fiction
and non-fiction books.
Includes distinguishing information for each
genre in the booklet.
Critical Thinking
Student predicts the contents of a book.
Advanced Academic Services
Austin Independent School District