## All Fractions Are Created Equal

### Dawn DantowitzBroward County Schools

#### Description

This lesson is introducing students to equivalent fractions using concrete materials.

#### Objectives

The student uses concrete materials to model equivalent forms of whole numbers, fractions, and decimals.

#### Materials

-Fractions Strips (see attached file) including 1/2, 1/3, 1/4, 1/5, 1/6, 1/8. One set per student/group.

#### Preparations

2. Provide each student or small group a set of fraction strips.

#### Procedures

1. Provide each student with a set of fractions strips. Have the students arrange the strips in a square, with the largest strips on top and the smallest fractions strips on the bottom.

2. Review identifying fractions by calling out a fraction and having the students select the fraction strips that represent that fraction. For example, call out ˝ and have students select the fraction strip that represents ˝.

3. Move around the room and observe each student’s fraction strip to check for understanding before moving on.

4. Ask the students what each whole fraction strip is equal to? Demonstrate how each fraction strip is equal to one whole and use this idea to introduce the idea of equivalent fractions. Ask how many halves equal one whole? How many fourths equal one whole?

5. Request the students to use the fraction strips to identify ˝. Ask the students if they can find two other fraction strips that are the same size as the ˝ fraction strip. Circulate to make sure the students chose two of the Ľ fraction strips. If they chose two different fraction strips, demonstrate that the ones they chose are not exactly the same size as the 1/2 fraction strip. Explain that the two Ľ fraction strips are equal to the ˝ strip and therefore 2/4 and 1/2 are called equivalent fractions.

6. Have the students use the fraction strips to display all the other fractions that equal ˝. Explain how many fractions can be equivalent to another fraction.

7. Have the students continue using the fraction strips to model equivalent fractions
for 1/4, 1/8, 1/3, 1/5, and 1/6. Circulate to observe understanding.

8. Review by asking the students to define equivalent fractions. Then ask them if there is a limit of how many fractions are equivalent to a specific fraction.

#### Assessments

The student will use fraction strips to model equivalent forms of fractions. Observe the students using the fractions strips to form equivalent fractions ˝, 1/4, 1/8, 1/3, 1/5, and 1/6.

#### Extensions

Small groups can be formed to modify the lesson to accommodate ESOL/ESL or ESE students.

#### Attached Files

Attached is fraction strip model.     File Extension: pdf