Julie+Math+Lesson

= Put a Short Activity/Lesson/Project Title Here = 2. Teacher will activate prior knowledge of parts of a fraction by folding a pieces of paper in half and asking by showing the number of fingers how many parts are in the whole and will write a 2 on the board, next teacher will shade half of the paper and ask students to show with their fingers the number of parts are shaded. Teacher write 1 and complete fraction. Students will need to use the knowledge of what the numerator and denominator represent in lesson. 3. Teacher will fold the paper again and ask students to show how many parts are now in the whole and how many in the shaded area coming up with the new fraction 2/4. Class will discuss findings and thinking. Leading to see that the numerator and denominator multiplied or divided by two. 4. Teacher will provide pairs with 1 piece of paper and 1 crayon. Asks pairs to fold paper into three equal parts and shade one of the parts. Then have them create other equivalent fractions and record their findings. Teacher record findings on the board tying in that the numerator and denominator can be divided or multiplied by the same number. 5. Independent practice: Using Ipads and using the app show me program teacher, will write a list of 10 different fractions and students will create two equivalent fractions and write down the fractions in their math journals. 6. In their journals students will explain why fractions are equivalent using pictures and words. 7. For homework students will go to show me and pick five fractions and write two equivalent fractions. || and will have to figure out the ingredients amounts for chocolate chip cookie || =Peer feed by view show me page.= ||
 * =Title= || =Evaluating Equivalent Fractions= ||
 * =Subject:= || ==Number & Operations Fractions== ||
 * =Grade:= || =4th grade= ||
 * =Time Frame:= || =45 minutes= ||
 * =Summary:= || Recognizing and generating equivalent fractions, and explaining why the fractions are equivalent using a visual model ||
 * =Objectives= || * ==CCSS.Math.Content.4N==
 * 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. ||
 * =Tasks:= || =1.Write the following sentences on the board: 5 dimes are equivalent to 2 quarters, 4+2 is equivalent to 2+4 and 1/4 is equivalent to 25%. Read the sentences aloud to class then have partners discuss what they think the word equivalent means. Have a few pairs share their thinking. Explain to students that you will be teaching them about equivalent fractions, or fractions that are equal in value.=
 * =Personalization/Differentiation= || =Stronger students will be challenged to larger equivalent fractions. Struggling students will be given fractional bars.= ||
 * =Real-World Connection= || =The real world application for equivalent fractions will be in the next lessons students will be given word problems that only has a 1/4 cup=
 * =Assessment:= || =Students shapes and equivalent fractions are correct on show me app and correct responses on homework.=
 * =Resources:= || * =Ipad= ||
 * =Examples:= || * =Links to teacher or student examples.= ||