The purpose of this lesson is for students to generate equivalent fractions using a representation that makes sense to them.
In grade 3, students learned to recognize and generate simple equivalent fractions. In earlier lessons, they reasoned about the size of fractions and identified some equivalent fractions. Throughout those experiences, they used fraction strips, tape diagrams, number lines, and benchmark fractions to support their reasoning.
In this lesson, students continue to rely on different representations and reasoning strategies to generate equivalent fractions (including those with denominators 5, 10, and 12, and fractions greater than 1). They also hone their ability to communicate their reasoning clearly.
- Generate equivalent fractions using a representation that makes sense to students.
- Encontremos fracciones equivalentes.
Materials to Gather
|Activity 1||20 min|
|Activity 2||15 min|
|Lesson Synthesis||10 min|
Teacher Reflection Questions
- Get Your Numbers in Order (1–5), Stage 4: Denominators 2, 3, 4, 5, 6, 8, 10, 12, or 100 (Addressing)
- Mystery Number (1–4), Stage 4: Fractions with Denominators 5, 8, 10, 12, 100 (Addressing)
Print Formatted Materials
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|Student Task Statements||docx|
|Cumulative Practice Problem Set||docx|
|Lesson Cover Page||docx|
|Cool Down||(log in)'|
|Teacher Guide||(log in)'|
|Teacher Presentation Materials||docx|