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Entire Librarylesson-planThird GradeMathShow Me Equivalent Fractions!

Lesson Plan

Show Me Equivalent Fractions!

In this lesson, students will construct their own number lines and bar models to find equivalent fractions.
Need extra help for EL students? Try the Compare Visuals for Equal Fractions pre-lesson.
Grade
Third Grade
Subject
Math
English Learner
English Learner Content
View aligned standards
3.NF.A.3.a
Need extra help for EL students? Try the Compare Visuals for Equal Fractions pre-lesson.

Learning Objectives

Students will be able to find equivalent fractions using number lines and bar models.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments

Introduction

(5 minutes)
Equivalent Fractions: Number LinesEquivalent Fractions: Bar Models
  • Hook students with a scenario. Imagine that you're at a birthday party and your favorite cake is being served. Would you rather have 2/10 of the cake or 1/5 of the cake?
  • Have students discuss the scenario with a partner. Call on a student to share and justify their answer (i.e., 2/10 and 1/5 are equivalent fractions, so you would be getting the same amount of cake either way).
  • Show students a visual. Draw two circle models or fill in fraction circles to display a model of each fraction (see related media). Explain that the two fractions are equivalent, or equal, because they both represent the same amount of cake.
  • Explain: there are many ways to draw models of fractions. Circle models are common, but they aren't always easy to draw. Today we are going to explore two different ways to draw equivalent fractions.

Beginning

  • Allow students to use their home language (L1) or new language (L2) in their discussions.
  • Have them explain in partners which fraction of the cake they would like to have.

Intermediate

  • Write the academic language they can use throughout the lesson on the board as you introduce the language. (For example, the words "equivalent," "bar models," "number lines," "numerator," and "denominator.")