Essential Question: How can I use strategies to compare fractions and find if fractions are equivalent?

**ACTIVATING STRATEGY**

__Equivalent Fractions Song__

**It's FRAYER MODEL TIME!!!!**

**Look at the pictures below! Can you determine what strategy is being used to solve EQUIVALENT FRACTIONS?**

**IMPORTANT **__VOCABULARY__ TO UNDERSTAND AND USE THROUGHOUT UNIT!!!

__VOCABULARY__TO UNDERSTAND AND USE THROUGHOUT UNIT!!!

**LEARNING ACTIVITY #1**

EQUIVALENT FRACTIONS

**LEARNING ACTIVITY #1**

EQUIVALENT FRACTIONS

1. WHAT DO YOU KNOW ABOUT FRACTIONS?

2. WHAT DO FRACTIONS REPRESENT?

3. LOOK AT THE WORD EQUIVALENT! WHAT DO YOU THINK THIS WORD MEANS USING MATHEMATICAL VOCABULARY?

__WHAT IS YOUR PRIOR KNOWLEDGE OF FRACTIONS???__1. WHAT DO YOU KNOW ABOUT FRACTIONS?

2. WHAT DO FRACTIONS REPRESENT?

3. LOOK AT THE WORD EQUIVALENT! WHAT DO YOU THINK THIS WORD MEANS USING MATHEMATICAL VOCABULARY?

**LET'S LAUNCH OUR MATHEMATICAL LEARNING THROUGH LITERACY!**

**LET'S LAUNCH OUR MATHEMATICAL LEARNING THROUGH LITERACY!**

**Now let's read.....Hershey's Fractions**

**Let's have FRACTION FUN through EXPLORATION!!!**

**1st: We are going to divide into PAIRS!**

2nd: I am going to pass out one set of assembled fraction paper plates to each pair!

3rd: Spend a few minutes investigating the different plates in your piles.

2nd: I am going to pass out one set of assembled fraction paper plates to each pair!

3rd: Spend a few minutes investigating the different plates in your piles.

**Hold up the plate that is divided into the fewest pieces.****Hold up the plate that is divided into the most pieces.**

****

**4th: Using the above two plates, ______ and ______, place only those two plates in front of you and then move the remaining plates to the upper left hand corner of your desk!**

**What do you notice about the two fraction plates? (size?/pieces?)****How many twelfths do you think it will take to equal 1/2 of the plate?**

****

**5th: Connect the two fraction plates by sliding the plates together at the slit openings.**

6th: Demonstrate your understanding by correctly aligning the two plates to show ______ is equal to _______.

7th: Next combine 1/3 and 1/12

6th: Demonstrate your understanding by correctly aligning the two plates to show ______ is equal to _______.

7th: Next combine 1/3 and 1/12

**What do you notice? Use mathematical vocabulary!**

****

8th: Now it is your turn! Work with your fraction plates to explore other possible equivalent combinations of 1/2. Raise your hands when you think you have discovered other 1/2 EQUIVALENT FRACTIONS! Remember to work as a team!

8th: Now it is your turn! Work with your fraction plates to explore other possible equivalent combinations of 1/2. Raise your hands when you think you have discovered other 1/2 EQUIVALENT FRACTIONS! Remember to work as a team!

**GROUP WORK TIME!**

"EQUIVALENT FRACTIONS"

WORKSHEET

**GROUP WORK TIME!**

"EQUIVALENT FRACTIONS"

WORKSHEET

"EQUIVALENT FRACTIONS"

WORKSHEET

**USING YOUR FRACTION PLATES, CONTINUE WORKING IN PAIRS TO CREATE OTHER EQUIVALENT FRACTIONS!**

**-Extension: After you complete the worksheet, create your own equivalent fraction pairs and record them on the bottom of your worksheet.**

**BLOG TIME!!!!! COMPLETE LEARNING ACTIVITY #1 BLOG!!! NO RESPONSE ... NO OUTSIDE until complete!! :)**

**LEARNING ACTIVITY #2**

**COMPARING FRACTIONS**

**LEARNING ACTIVITY #2**

**Let's begin by getting into the same pairs as we were in yesterday! I am going to pass out the same fraction plates that we used yesterday. **

**Each pair needs to pick ONE person to show an EQUIVALENT FRACTION using the 1/2 plate with any other plate of your choice.**

****

**Switch roles and have the other person show an equivalent fraction using the 1/3 plate with any other plate of their choice.**

**Launching our learning through **

____Higher Order Thinking!!

**Launching our learning through**

____Higher Order Thinking!!

**Is everything in life equal?****Are all the people in the world an equal height?****Is everyone's pencil today an equal length?****Can you name some other things that you know of that are not equal?****Do you think all fractions are equal?**

Yesterday, we talked about how we could use different fractions plates to create EQUIVALENT (______) FRACTIONS! Today we are going to discover more about fractions and how to COMPARE them!

Yesterday, we talked about how we could use different fractions plates to create EQUIVALENT (______) FRACTIONS! Today we are going to discover more about fractions and how to COMPARE them!

**We need some RULES FOR COMPARING FRACTIONS!!!**

**We need some RULES FOR COMPARING FRACTIONS!!!**

**Before we start comparing fractions, let's come up with some simple rules that will help us understand a little more about fractions and how they work!**

1st: Look at the plate that is divided into 2 parts.

2nd: Which plate is that? ____

3rd: How many parts is that plate divided into? _____

4th: If we were going to separate this fraction plate into groups, how many groups (sets) would we have? _____

**Remember, the denominator determines how many groups or sets we can make from our fraction!!!**

5th: Now let's look at the plate that is divided into 4 parts.

6th: Which plate is that? ______

7th: How many parts is that plate divided into? ______

8th: If we were going to separate this fraction plate into groups, how many groups (sets) would we have? ______

**Remember, the denominator determines how many groups or sets we can make from our fraction!!!!**

**Important: The bigger the number in the denominator – the more parts there are to the fraction plate and the smaller each part is. Therefore, it takes more pieces on a fraction plate with a big denominator to equal the same fraction on a fraction plate with a smaller denominator.**

****

**Learning Activity #2 **

Problem #1

Problem #1

**Based on what we just learned, can you solve this problem?**Brad’s mom ordered two pizzas from the pizzeria. She asked that 1 pizza be cut into 4 pieces and the other pizza be divided into 8 pieces. When the pizzas arrived, she gave Brad 1 piece from the pizza that was divided into 4 pieces and Brad’s sister 1 piece from the pizza that was divided into 8 pieces. Who got the bigger piece of pizza? How do you know? Use your fraction plates if you need help solving this problem.

**Rule #1**

**Rule #1**

- If the numerators of the two fractions that we are comparing are the same, the fraction with the smaller number in the denominator always represents the bigger (greater) fraction.

**Learning Activity #2 **

Problem #2

Problem #2

**Based on what we just learned, can you solve this problem?**

Brad’s mom ordered one pizza from the pizzeria. She asked that the pizza be cut into 4 pieces. When the pizzas arrived, she gave Brad 1 piece from the pizza that was divided into 4 pieces and Brad’s sister 2 pieces from the pizza that was divided into 4 pieces. Who got the bigger share the pizza? How do you know? Use your fraction plate if you need help solving this problem

Brad’s mom ordered one pizza from the pizzeria. She asked that the pizza be cut into 4 pieces. When the pizzas arrived, she gave Brad 1 piece from the pizza that was divided into 4 pieces and Brad’s sister 2 pieces from the pizza that was divided into 4 pieces. Who got the bigger share the pizza? How do you know? Use your fraction plate if you need help solving this problem

- If the denominators of the two fractions that we are comparing are the same, the fraction with the larger number in the numerator always represents the bigger (greater) fraction.

## **Comparing Rules YOU NEED TO KNOW!!!!**

Rule #1 - If the numerators of the two fractions that we are comparing are the same, the fraction with the smaller number in the denominator always represents the bigger (greater) fraction.

Rule #2 - If the denominators of the two fractions that we are comparing are the same, the fraction with the larger number in the numerator always represents the bigger (greater) fraction.

**Comparing Rules YOU NEED TO KNOW!!!!**

**Now for the TOUGH PART!!!!**

**Now for the TOUGH PART!!!!**

- What happens when neither the numerator or the denominator are the same? We are going to use our plates today in a different way to help us discover the answer!

2nd: Show 1/3 on your first fraction plate and 1/2 on your second fraction plate.

3rd: Put the plates side by side and compare the two fractions. Tell me what you notice.

4th: Could we use a rule to help us solve this problem if we didn't have fraction plates? Which rule could we use?

**Let's try another one using the 1/8 and 1/5 fraction plates.****1st: Show 5/8 and 2/5 on your fraction plates.**

**2nd: Show 5/8 on your first fraction plate and 2/5 on your second fraction plate.**

3rd: Put the plates side by side and compare the two fractions. Tell me what you notice.

4th: If we wanted to compare these two fractions, what math symbols could we use?

3rd: Put the plates side by side and compare the two fractions. Tell me what you notice.

4th: If we wanted to compare these two fractions, what math symbols could we use?

**Application Time.....**

**Application Time.....**

**Now you are going to work with your partner. Using the fraction plates, you and your partner are going to complete the worksheet: Dare to Compare. By using your Comparing Rules and fraction plates, you will be comparing sets of fractions and deciding whether the fraction on the left of set is greater that, less than, or equal to the fraction on the right. If you can use a rule to solve a comparison, write either Rule #1 or Rule #2 beside the problem that explains the rule you used.**

**-Extension:****Give the student the opportunity to create his/her own flash cards. They can use these flashcards to create a game of “comparison fraction war” with their classmates.****BLOG TIME!!!!! COMPLETE LEARNING ACTIVITY #2 BLOG!!! NO RESPONSE ... NO OUTSIDE until complete!! :)**

**LEARNING ACTIVITY #3**

**COMPARING AND SEQUENCING FRACTIONS ON A NUMBER LINE**

**LEARNING ACTIVITY #3**

**DIG DEEP IN YOUR BRAIN AND USE WHAT YOU ALREADY KNOW......**

- Look at the fractions below

2/3 5/8 1/4

Please make two valid comparisons using the >, <, = symbols using the above fractions. I will be calling some of you to the board to share your comparisons.

- If you had to find the largest fraction of the above three fractions, how might you do it?
- What strategies could we use?
- Could we use multiplication?

**Multiplication to Find Equivalent Fractions**

**Multiplication to Find Equivalent Fractions**

**It's GAME TIME**

**It's GAME TIME**

I am going to pass back out the fraction paper plates. However, before you actually begin to order (sequence) fractions, you need to remember that fractions actually represent numbers that are _________ than one __________.

In order to help you arrive at the above conclusion, I am going to draw a number line on the board with only the 0 labeled at the beginning (left hand side) and a blank line at the end of the number line (right hand side) where another number needs to be written.

In order to help you arrive at the above conclusion, I am going to draw a number line on the board with only the 0 labeled at the beginning (left hand side) and a blank line at the end of the number line (right hand side) where another number needs to be written.

- If you were creating a fraction number line, what is the greatest number you should use? (Remember a fraction actually represents (part of one whole).
- What other number should we place on the number line in order to make our number line easier to read? Should that number be a whole number or a fraction? (You may use your fraction plates to make your decisions!

**Now that the number line is complete on the board, take the first fraction 2/3 and combine the 1/3 fraction plate and a white plate to represent the visual fraction on your plate.**- Is 2/3 > 1/2?
- Is 2/3 > 1 ?
- What do we know then about where the fraction 2/3 should go on the number line?

**Now we will continue to model with the fraction 5/8 and 1/4.**- How can we use the number line, fraction plates, and multiplication strategies to compare our fractions to 1/2 in order to place them onto the number line correctly between 0 and 1?

__TEST TIME!!!!!__

__TEST TIME!!!!!__

I am going to place the Hershey's Milk Chocolate Fraction Book "guess" sheet back on the board. (Remember we completed this during Learning Activity #1). I am now going to pass out the FRACTION CLOTHESLINE worksheet.

Now that we have explored fractions for three days, we are going to put our fraction smarts to work and use the Hershey Fractions Book guess sheet and our fraction plate to put the fractions on the cover of the book in order from least to greatest.

- Remember that guess list was generated at the beginning of class during learning activity #1. Why am I referencing that fact? Why is that important?

Now that we have explored fractions for three days, we are going to put our fraction smarts to work and use the Hershey Fractions Book guess sheet and our fraction plate to put the fractions on the cover of the book in order from least to greatest.

- What other strategies could we use to order the fractions?

-Extension: Give the student the opportunity to add fraction clothes to their clothesline.-Extension: Give the student the opportunity to add fraction clothes to their clothesline.

**Do you think you can pass the test now?????**

**Do you think you can pass the test now?????**

Embedded Assessment – After you have completed your clothesline, I will pass out the Fraction “Clothes” worksheet to be completed independently by each of you. This resource sheet is designed to allow you to apply your cumulative knowledge and show acquired knowledge of fractions.

**BLOG TIME!!!!! COMPLETE LEARNING ACTIVITY #3 BLOG!!! NO RESPONSE ... NO OUTSIDE until complete!! :)**

**LEARNING ACTIVITY #4**

**REVIEW DAY**

**LEARNING ACTIVITY #4**

**Room #2:**

**Are You My Equal? (The Game)**

**Activating Strategy**

**Activating Strategy**

First, I need two volunteers to be clothesline holders. On the clothesline, I have attached the following numbers and fractions: O, 1/2, 1. I am going to randomly pass out 5 more fractions.

**THUMBS UP/DOWN IF YOU THINK THEY ARE CORRECT!!!! (IF NOT, I NEED A "THUMBS UP BUDDY" TO COME FORWARD AND RELOCATE THE FRACTION CARD ON THE CLOTHESLINE).**

- Will the student with the
note card come to the front of the room and attach the fraction card to the clothesline in the proper place. Remember to use all the strategies from our unit to solve your problem!**first**

THUMBS UP/DOWN IF YOU THINK THEY ARE CORRECT!!!! (IF NOT, I NEED A "THUMBS UP BUDDY" TO COME FORWARD AND RELOCATE THE FRACTION CARD ON THE CLOTHESLINE).THUMBS UP/DOWN IF YOU THINK THEY ARE CORRECT!!!! (IF NOT, I NEED A "THUMBS UP BUDDY" TO COME FORWARD AND RELOCATE THE FRACTION CARD ON THE CLOTHESLINE).

- Will the student with the
note card come to the front of the room and attach the fraction card to the clothesline in the proper place. Remember to use all the strategies from our unit to solve your problem!**second**

**THUMBS UP/DOWN IF YOU THINK THEY ARE CORRECT!!!! (IF NOT, I NEED A "THUMBS UP BUDDY" TO COME FORWARD AND RELOCATE THE FRACTION CARD ON THE CLOTHESLINE).**

- Will the student with the
note card come to the front of the room and attach the fraction card to the clothesline in the proper place. Remember to use all the strategies from our unit to solve your problem!__third__

**THUMBS UP/DOWN IF YOU THINK THEY ARE CORRECT!!!! (IF NOT, I NEED A "THUMBS UP BUDDY" TO COME FORWARD AND RELOCATE THE FRACTION CARD ON THE CLOTHESLINE).**- Will the student with the
note card come to the front of the room and attach the fraction card to the clothesline in the proper place. Remember to use all the strategies from our unit to solve your problem!**fourth**

**THUMBS UP/DOWN IF YOU THINK THEY ARE CORRECT!!!! (IF NOT, I NEED A "THUMBS UP BUDDY" TO COME FORWARD AND RELOCATE THE FRACTION CARD ON THE CLOTHESLINE).**

- Will the student with the
note card come to the front of the room and attach the fraction card to the clothesline in the proper place. Remember to use all the strategies from our unit to solve your problem!**fifth**

__IT'S GAME TIME!!!!__

Today you are going to play the game "Are You My Equal?". You will be playing the game in pairs!

I am going to model how to play game using a blank copy of the game board and answer sheet.

I am going to model how to play game using a blank copy of the game board and answer sheet.

Student Application – You need to pick one or two friends to play the game. One student from each group needs to come to the front of the room and get one of each of the following: game board, stack of fraction and character cards, and one die. You also needs to get 2 answer sheets per group member. (You can get more if they need them later.) Once you have set up their game board and answer sheets, you may begin playing the game.

**-Extension****: After you have played the game using the 1/2, 1/3, and 1/4 fraction cards, you can create your own fraction card and replay the game.****BLOG TIME!!!!! COMPLETE LEARNING ACTIVITY #4 BLOG!!! NO RESPONSE ... NO OUTSIDE until complete!! :)**

**Assignment**

Performance Task

**Assignment**

Performance Task

Performance Task