Equivalent Fractions
Grade:
Fifth		 Content Area:
Technology		 Time Frame:
1-2 Lessons (45-90 minutes)
Unit/Lesson Overview:
Students will use activities linked to The Doorbell Rang to identify and create equivalent fractions.
Student Standards (TEKS)
for explanation of a TEK, click on the TEK
Language Arts:
Math: 5.2(A) 5.2(B) 5.14(D)
Social Studies:
Science:
Technology: M2 M5 B14
Technology: C1 C2
Additional TEKS:
I Can....
...evaluate fractional pairs to determine if they are equivalent.

...articulate why fractional pairs are or are not equivalent.

...generate equivalent fractional pairs.
Assessment(s):
Did the student correctly identify equivalent fractions?

Did the student explain their process?

Did the student create their own equivalent fractions?:

 TAKS Objectives:
Reading:
Writing:
Math: Objective 1, Objective 6
Social Studies:
Science:
Bloom's Taxonomy
Yes Knowledge
Yes Comprehension
Yes Application
Yes Analysis
Yes Synthesis
Yes Evaluation
Big 6 Skills
Not Chosen Task Definition
Not Chosen Info. Seeking Strategies
Not Chosen Location and Access
Not Chosen Use of Information
Not Chosen Synthesis
Not Chosen Evaluation
Supplementary Resources / Materials:
The Doorbell Rang by Pat Hutchins

AlphaSmart/NEO Computers (optional)

Laptop Computers (optional)



File: cookies.ppt

File: equiv_fractions.ppt

Internet Links:
Equivalent Fractions
Accommodations:
To be determined by teacher based on student needs
Procedures
Introductory Activity (Warm-Up):
Ask students to share a time when they had to divide something between themselves and other students or family members. How did they do it? How did they ensure that everyone got a fair share?
Lesson:
Prior to the lesson

Step 1: Decide whether you will use the AlphaSmart/NEO Computers, Laptop Computers, or other configuration (working with partners in the lab, at a classroom computer, etc.).

Step 2: Download cookies.ppt (file 1) and equiv_fractions.ppt (file 2) to your school computer. Save equiv_fractions.ppt (file 2) on your student shared drive. If you are going to use parts of cookies.ppt (file 1) for Learning Stations, also save it on your student shared drive. Double click on My Computer, find the file names where you saved them, and right click on them. Select properties, and put a check in the box next to read-only, click apply and OK.

Step 3: Obtain The Doorbell Rang from your librarian or math specialist.

Lesson 1

Step 1: Read The Doorbell Rang. As you read the story, have the cookies.ppt (file 1) PowerPoint displayed on your multimedia tv or projector. Have the students create and record the fractions that develop throughout the story. Slides 1-5 are related to the book.

Step 2: Discuss the fractions that are being created and the relationships between the numerators and denominators that develop. Discuss how to create equivalent fractions by multiplying or dividing the numerator and denominator by the same (nonzero) number. Sample questions: What do you notice about the relationship between 1/2 of a dozen and 6/12 of a dozen? (Students should be able to tell from their recordings that 1/2 and 6/12 are equivalent fractions.) What do you notice about the relationship between 1/3 of a dozen and 4/12 of a dozen? (Students should be able to tell from their recordings that 1/3 and 4/12 are equivalent fractions.) What other equivalent fractions did you identify using a dozen cookies?

Note: The first 5 slides are designed to be shown as a teaching tool while reading The Doorbell Rang by Pat Hutchins. Do not launch the slide show, but keep it in slide mode in order to drag the cookies to represent each division problem presented in the story. Either insert the fractions that are created by each division, or have the students record those in their math journals. Slides 6-9 cover the same concept with the number 18. Students can create those fractions in a Learning Station or in the lab, then write about their fractions and which are equivalent. Beginning with Slide 10, the teacher can customize by adding more cookies or changing the number of children on the slide in order to present other division/fraction scenarios.

Lesson 2

Step 1. Working with a team or partner, students should Think/Pair/Type into their AlphaSmart/NEO or other computer the answers to the Summary questions as they are presented by the teacher. Stop after each question and compare group answers. If students are entering answers into an AlphaSmart/NEO, the teacher can beam their answers into a Word or PowerPoint file to display to the class.

Step 2. Working with their partner or team, have students complete the activities from equiv_fractions.ppt (file 2). They can use an AlphaSmart/NEO to write their answers and then create text boxes and beam the information into their equiv_fractions.ppt slideshow.

Reteach:
To be determined by teacher based on student needs
Extension:
Use either of the files for follow-up Learning Station activities. Students can create additional sets of equivalent fractions and write about their process. They can customize their selection of images if applicable and write their own story in the style of The Doorbell Rang.

The Internet link can be used in Learning Stations to practice renaming and adding fractions.

Guiding Questions:
How do you ensure that everyone receives a fair share when you have to share something?

How can we represent these types of sharing situations using fractions?


 Summary Questions:
What equivalent fractions did you identify using 18 cookies?

Were any of the same fractions used?

What relationships do you see in the equivalent fractions identified in this lesson?

Do you notice any patterns when you multiply one fraction's numerator with the other fraction's denominator?

Reflection:

After clicking the button above, choose "Save" or "Save it to disk" to save the lesson plan to your computer.

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