Course: Math Course I – 6th-8th Grade
Content Objective(s):Learn that equivalent fractions are “same amount, different sizes”
Literacy Performance Objective(s): Students will match equivalent fractions then
create their own equivalent fractions
Time Content Process
Pre-Instruction Equivalent Fractions 1. Have students order either ½ of
Focus 5 min a pizza or 3/6 of a pizza.
2. Give them their orders.
3. Quick Write, what do they notice
about their pizza compared to
their neighbor’s pizza
(See Picture 2)
Readiness 1. Students will match the Distribute a new random pizza to
Activity equivalent fraction pizzas. each student
____ minutes
In the document reader’s capture
Materials: mode, there is a saved pizza in a to-
go pizza box with some eaten.
Pull up each captured picture one-by-
one and have students bring up their
matching picture.
(See Example Picture 2)
Learning Activities Using the Document Reader, take Have students open their composition
____ minutes Cornell Notes over equivalent fractions. notebooks to the first double blank
page.
Materials: Follow along with teacher in taking of
notes over equivalent fractions.
Showing that to make equivalent
fractions, you are really multiplying by
one.
Teacher can either pre-make in
capture mode the notes for this
lesson, or write them as they go. The
capture feature allows the teacher to
walk around making sure students
are taking the notes correctly.
Differentiated Creating their equivalent fractions and Give each student two blank pizzas
Activities cloze sentence: I know that ___ is and a piece of construction paper.
____ minutes equivalent to _____ because they’re Each student needs to create a set of
the same ______ but different ______. equivalent fraction pizzas of their
Materials: choosing.
Review Key Writing Summary in their personal 1. What did you DO in class
Concepts & journals using the AVID model. using examples
Vocabulary 2. What did you LEARN in
____ minutes class?
3. What was INTERESTING in
Materials: class?
Learning Services-5/08 Content and Process Lesson Planning
4. What questions DO you
have?
5. HOW are you going to USE
the information?
Give presentations using the
document reader and their pictures,
cloze activity & summary
(See Example Picture 4)
Learning Services-5/08 Content and Process Lesson Planning
Course: Hour/Period: Date:
Lesson Before this:
Using the negative feature:
1. I put a picture of a pizza.
2. Asked for the fraction of what was eaten.
3. Hit the Negative button to show what was eaten now.
4. Those two number together equal one whole.
Evidence of the content and literacy performance objectives being met looks like…
Students taking this knowledge and generalizing it to the next lesson.
Understanding equivalent fractions are a building block for adding/subtracting
fractions with unlike denominators.
This will become more evident in their later work. I used the document reader to
show apples and how we can add different kinds of apples together. Then I added
other fruit. How in the world can we “add” those “UNLIKE” things into one thing???
Voi-la – Fruit Salad!!!
Notes:
Learning Services-5/08 Content and Process Lesson Planning
Learning Services-5/08 Content and Process Lesson Planning