EQUIVALENT FRACTIONS
( W/FRUIT BY THE FOOT)
Mrs. Torres-Plascencia
Color fraction strips- Introduction
Color Fraction Strips
Name, School, Grade Level
Essential Questions/Understanding
Objective
◦ Essential question: What are the different ways to compare
fractions?
◦ Essential Understanding:The same fractional amount can be
represented by an infinite set of different but equivalent
fractions.
◦ Objective: Students will find equivalent fractions that name
the same part of the whole by using fraction strips and fruit
roll ups as visual representations of equivalent fractions.
Lesson structure
◦I DO/WE DO:
◦Math Talk
◦Review (Measure to the nearest ¼)
◦Connection to Reading
◦Hook (French Roll)
HOOK
◦ My Hook: Teacher will share with students a scenario
where she had to cut a french roll into 12 equal pieces
because she had family members over for dinner and
she did not buy enough french rolls!
◦
Create your own Hook
◦ How many equivalent pieces will you have to cut your
French roll in to have enough for all members in your
group?
◦ Share Out
You Do Together/Independently
◦ YOU DO TOGETHER
◦ As a review for fractions, the teacher will hand out a plastic bag with strips of paper at various
lengths. Teacher will ask students to work in partners to measure the lengths of the papers to the
nearest ¼ inch. Students will measure the lengths of the strips of paper to the nearest ¼ of an inch.
◦ Students will work in partners to identify equivalent fractions using sentence strips and fruit roll ups up
to 1/3. Each student will record the equivalent fractions on their own sheet.
◦
◦ YOU DO INDEPENDENTLY
◦ Students will use their fraction strips to help them find equivalent fractions using the fruit roll ups for ¼
and 1 whole.
◦ Exit Slip: Students will complete an exit slip that will include a response to the following prompt:
◦ “ Let me know what you think! Did you like this lesson? Tell me two things you learned about
equivalent fractions today. How can you relate what we did today in your own life?”
Fruit Roll Up Activity
Differentiation
◦ Tier 1 students: Students will have blank numerator/denominator boxes for the equivalent
fractions. Students will need to identify both.
◦ Tier 2: Students will have some numerators/denominators labeled.
◦ Tier 3: Students will be given the numerators and the denominator in both equivalent
fractions. Students will only have to match the fruit roll up with the fraction strips. Students
fruit roll ups will also be labeled in 1 whole, ¼, 1/3, ½.
◦ English Language Learners: Teacher will provide students with Spanish vocabulary terms and
definitions. Teacher will also provide a Spanish/English Recording Data sheet. Teacher will
meet with students if further Spanish instruction is needed.
Assessment
◦ 3N.F.A Anecdotal records during partner task time when completing their measurement of
the strips. This will allow the teacher to know what students may need small group
intervention. A misconception that can occur during this time is that students may be writing
the numerator/denominator incorrectly or not identifying the 4ths of an inch correctly.
Therefore, students may still need additional help in identifying and naming fractions.
◦ Exit Slip: Students will complete an exit slip that will include a response to the following
prompt:
◦ “ Let me know what you think! Did you like this lesson? Tell me two things you learned about
equivalent fractions today.How can you relate what we did today in your own life?”
◦ 3NF.A.3a, 3NF.A.3b
Equivalent Fraction Data Recording Sheet
◦ 3N.F.A, 3NF.A.3a, 3NF.A.3b
◦ Summative: Students will complete a Topic 13 Lesson 1 and 2 quiz to identify any
misconceptions/errors of finding and identifying equivalent fractions before students begin
comparing/contrasting in Topic 13 Lesson 3.
Reflection
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THANK YOU!