Sarah Campbell

Teacher: Mrs. Roach

Grade Level: 2nd Advanced

Subject Area: Math

Length of Lesson: 1 day

Desired Results
3.NS.7: Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 =
2/3). Explain why the fractions are equivalent (e.g., by using a visual fraction model).
Enduring Understandings

Recognize different numerators

Define the greatest common factor
Decide what technique to use to decide
if fraction is equivalent
Collaborate with group to agree on
whether or not the fractions are equal

Essential Question(s)
What am I trying to make equal?
How will I decide if the two given
fractions are equal?
Do the two fractions have the same
denominator?
What can I multiply each fraction by to
make them have the same
denominator?

Knowledge and Skill Objectives

SWBAT
Recall how to determine equal denominators.
Determine whether or not two fractions are equivalent.
Differentiate between two equal fractions and two unequal fractions.
Understand what equivalent fractions are.
Assessment Evidence
Students will have completed drawings of each fraction given to them on a worksheet for
practice in class. Students will work in groups with different fraction tools like whiteboards
and game pieces. Class will make big poster of examples together.
Learning Plan
Learning Activities
worksheet
group work
class examples on butcher paper
Resources and Materials
Mrs. Roach
My mom
Butcher paper
White Boards and Dry Erase Markers
Required Accommodations/Modifications
More than one day
Name_____Sarah Campbell_______________ Period_7th___
Lesson Plan Evaluation & Teaching Reflection

Sarah Campbell
Was the content worth knowing? Support your response.
Yes, because fractions are in everything in life.
Describe how the activity was developmentally appropriate.
This activity was appropriate because the kids got to be creative and work at the same time so
it did not seam like hard work.
Give an example of how you know the activity was interesting to the children.
I know that the activity was interesting for the kids because they were having fun and got to
work in groups.
Describe how the activity included opportunities for the children to test their knowledge.
The activity gave the kids an opportunity to test their knowledge by giving examples to the
class
Describe a follow up activity that would build on concepts you have presented.
Subtracting fractions
What behavior(s) did you observe while presenting the activity? What do you think caused the
behavior(s)?
The kids were often to loud because they were all talking in their groups.
How did you involve the children in the closure of the activity?
Each kid got to put one example of equivalent fractions on the board