Grade 4 Quarter 3 Day 106 Common Core State Standard(s) 4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n a)/(n b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
Vocabulary Unit Fraction- a fraction with the numerator as a one. Equivalent- equal in value. Materials Needed:
Transparency/Blackline Masters Eggsactly Eggs, Fractions of a Set, Equivalent Fractions Journal Prompt, 8 Eggs Homework Construction Paper Notebook Paper/Chart Paper/Math Journals Alignment Lesson Exploring Fractions with Models
Activity 1- Eggsactly Eggs: 1. Use Transparency/Blackline Master, Eggsactly Eggs to review fractions as part of a set of 12. For example, ask students how to show 1/2 of a dozen eggs. Teacher Note: Accept equivalent fractions [6/12, 3/6, etc.] and all the arrangements of six eggs in a carton that holds a dozen eggs. 2. Give students paper cutouts that cover various parts of the egg carton, e.g., 1/12, 1/6, 1/4, and 1/3 (see the illustration below). Students need enough cutouts of each fraction to represent the whole. For example, students will need two 1/2s, six 1/6s, four 1/4s, and so forth. Teacher Note: Have construction paper cutouts ready to go for each group.
3. Have students investigate each cutout and identify the fraction that is represented by each. Guide students to label each cutout with the appropriate reduced fraction. For example: 2/12 =1/6 Use Math Talk in small groups to support this activity. a. Do you agree or disagree with _____s answer? b. Can you repeat what _____ said in your own words? c. Did anyone get the same/different answer but has another way to explain it? 4. Prompt students to begin looking for fractions that cover the same area, i.e., equivalent fractions. For example, ask students how many 1/12 pieces are needed to cover 1/6 [2]. Have students record 1/6 = 2/12 on notebook paper. Ask students how many 1/6 pieces are needed to cover 1/3 [2]. Have students record 1/3 = 2/6 on notebook paper. 5. Have students work in pairs to continue identifying as many equivalent fractions as possible. Groups should record all equivalent fractions on notebook paper. When finished, have groups take turns reporting the equivalent fractions to the whole class. If any groups did not find the equivalent fraction being shared, they should add the new set to their list. Teacher Note: Ensure that all of the following are identified: 1/6 = 2/12 1/4 = 3/12 1/3 = 2/6 1/3 = 4/12 1/2 = 2/4 1/2 = 3/6 1/2 = 6/12
Homework Blackline Master 8 Eggs Homework Assessment Blackline Masters, Fractions of a Set, Equivalent Fractions Journal Prompt Standards for Mathematical Practice
Standard 2- Reason abstractly and quantitatively. Standard 3- Construct viable arguments and critique the reasoning of others. Standard 4- Model with mathematics. Standard 7- Look for and make use of Structure
Teacher Guide Grade 4 Day 106 Standard(s) 4.NF.1 Wake County Public School System, 2012
Alignment Lesson Exploring Fractions with Models Continued
6. Have students explore relationships between the equivalent fractions. For example, students might notice that dividing the numerator and denominator by the same number results in an equivalent fraction. Along the same lines, multiplying the numerator and denominator by the same number also results in an equivalent fraction. Teacher Note: It is important to note one common misconception at this stage. Students assume that multiplying a fraction by 2, for example, will generate an equivalent fraction. That is not the case. Multiplying a fraction by 2/2, for example, will generate an equivalent fraction, because 2/2 is the same as one whole. Be sure to note any students who confuse these concepts so you can address their misconceptions.
Activity 2- Fractions of a Set Review:
1. Distribute Transparency/Blackline Master, Fractions of a Set. Allow students time to answer the questions on their own and then discuss with partners or small groups. . Have a Student Leader review fractions of a set with the class using the Transparency, Fractions of a Set. Use the following questions to encourage Math Talk: - Do you agree/disagree? - Do you have another way to explain the answer? - How did you figure it out? - Can you prove your thinking?
Activity 3- Journal Prompt 1. Once the classroom discussion has concluded, have students work independently to complete Blackline Master, Equivalent Fractions Journal Prompt. As time allows, have students share with partners or with the class. Have students complete Blackline Master, 8 Eggs Homework for homework.
Transparency/Blackline Master Grade 4 Day 106 Standards(s) 4.NF.1 Wake County Public School System, 2012 Name: ________________________ Date: ________________________ Eggsactly Eggs Fraction:
Transparency/Blackline Master Grade 4 Day 106 Standards(s) 4.NF.1 Wake County Public School System, 2012
Fractions of a Set
1. In the above carton of eggs, how many eggs make up the carton? _____________
Prove your answer with a picture.
2. How many eggs make up 1/3? __________
Prove your answer with a picture.
3. How many eggs make up 2/3? ____________
Prove your answer with a picture.
Answer Key Grade 4 Day 106 Standards(s) 4.NF.1 Wake County Public School System, 2012 Fractions of a Set Answer Key
1. In the above carton of eggs, how many eggs make up the carton? _____3________
Prove your answer with a picture.
2. How many eggs make up 1/3? _____2_____
Prove your answer with a picture.
3. How many eggs make up 2/3? _____4_______
Prove your answer with a picture.
Blackline Master Grade 4 Day 106 Standard(s) 4.NF.1 Wake County Public School System, 2012