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Best Practice Title: Equivalent Fractions

Submitted by: Carol Ann Marx

Grade: 5                           Academic Area: Mathematics

Topic: Fractions



Objective(s):
                1. to identify equivalent fractions
                2. to use multiplication to find equivalent fractions


Curriculum Framework Standard(s):
       6.N.4 Demonstrate an understanding of fractions as a ratio
              of whole numbers, as parts of unit wholes, as parts of a
              collection, and as locations on the number line.

        6.N.5    Identify and determine common equivalent fractions, mixed
                 numbers , decimals and percents.



Lesson/Activity/Strategy Description:
A. Introduction:
   The teacher will ask the students what it means when two things are
    equivalent. (They are equal in amount or value) Ask them to think
     of things that are equivalent. (ex: 12 inches is equivalent to one foot,
     4 quarts is equivalent to 1 gallon, 3 feet is equivalent to 1 yd. etc.)
    "Today, we will learn about equivalent fractions."

B. Teaching-Learning Experience

   1. In groups of two, the students will display their fraction bar set on
      desks.

   2. The teacher will model the following equivalent fractions on the
      overhead:
            4/4 = 1            3/5 = 6/10                1/3 = 2/6


     The teacher will ask the students to find the fraction bar that shows
     1/5. She will ask them to find the fraction bar that has the same
     shaded amounts. (2/10) Point out that 1 part out of 5 is equivalent
     to 2 parts out of ten. Continue with the following fractions:


           2/3 = 6/9           4/6 = 8/12                4/5 =8/10

3.        The teacher will pass out worksheet packet. On the first
          worksheet, the teacher will instruct the students to look at
          fractions at the top of the page. They are to use the fraction bars
          at the bottom and find the equivalent fraction. Teacher will
          model 8/12 = 4/6. Children will complete the worksheet and will
          correct together with the teacher.

4.        Have students find a blue bar with 1 part shaded. (1/4) Split
          each part of the bar into 2 equal parts. How many total parts does
          the split bar now have? (8) How many shaded parts? (2) What
          fraction does the bar now represent? (2/8) What does this show
          about the fractions 1/4 and 2/8? (These fractions are equivalent).

           Continue with the following fractions:

           3/5 = 6/10           1/4 = 3/12                  2/3 = 8/12


            Instruct students to complete the second worksheet. When
           completed, they will correct together with the teacher.

     5.     Show students the following equivalent fractions

            5/6 = 50/60              3/4 =18/24                  2/3 = 14/21

            Ask students what number has been used to multiply both the
            numerator and the denominator.

             Repeat with the following fractions:

            5/8 = ?/16         1/3 = ?/15           1/2 = ?/18      2/3 = ?/9
Materials:
             fraction bars, worksheet packet , worksheet transparencies
             for teacher to use on overhead

Assessment(s):
          At the conclusion of this lesson, the teacher will ask the students
          to complete a worksheet independently identifying equivalent
          fractions and using multiplication to find equivlalent fractions.

				
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