The purpose of this lesson is for students to generate equivalent fractions.
In previous lessons, students learned what it means for two fractions to be equivalent. In this lesson, students continue to reason about and show equivalence visually, building on their work with fraction strips. They use shaded diagrams to help them generate equivalent fractions, including fractions greater than 1. The work here prepares students to use number lines to explain fraction equivalence later in the section.
- Action and Expression
- Use diagrams to explain or show fraction equivalence.
- Use diagrams to generate equivalent fractions.
- Let’s generate equivalent fractions.
|Activity 1||20 min|
|Activity 2||15 min|
|Lesson Synthesis||10 min|
Teacher Reflection Questions
Which students had opportunities to share their diagrams and thinking during whole-class discussion? How did you select these students?
- Number Line Scoot (2–3), Stage 3: Halves, Thirds, Fourths, Sixths and Eighths (Addressing)
- Secret Fraction (3), Stage 1: Building Non-Unit Fractions (Addressing)
Print Formatted Materials
For access, consult one of our IM Certified Partners.