What are we going to do? What does generate mean? Generate means __________

CCSS 4th Grade Numbers and Operations – Fractions 1.2Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by

using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

Lesson to be used by EDI-trained teachers only. READY TO TEACHSM EDI® Lessons©2013 All rights reserved.

What are we going to do?

What does generate mean?Generate means __________.

What are we going to do?

What does generate mean?Generate means __________.

CFUCFU

Students, you already know fractions with different numerators and denominators can sometimes be equivalent. Now, we will generate equivalent fractions.

Students, you already know fractions with different numerators and denominators can sometimes be equivalent. Now, we will generate equivalent fractions.

Make ConnectionMake Connection

1 make1 make

VocabularyVocabulary

We will generate1 equivalent fractions.Learning Objective

Learning Objective

Activate Prior Knowledge

Activate Prior Knowledge

Fractions are numbers that represent a part of a whole.

Determine the fraction of the entire rectangle that is shaded. 2

3numerator

denominator

Fraction

12

24

612

What statement best compares the three shaded parts?

A. One shaded part is larger than the others.

B. They appear to be the same size.

©2013 All rights reserved.

CCSS 4th Grade Numbers and Operations – Fractions 1.2Generate equivalent fractions.

Lesson to be used by EDI-trained teachers only.

Concept DevelopmentConcept Development

Equivalent fractions are fractions that have the same value. 2

3numerator

denominator

Fraction

Which two fractions below are equivalent fractions? How do you know?

A

B

C

In your own words, what is an equivalent fraction? “An equivalent fraction is __________.”

Which two fractions below are equivalent fractions? How do you know?

A

B

C

In your own words, what is an equivalent fraction? “An equivalent fraction is __________.”

CFUCFU

• To generate an equivalent fraction the numerator and denominator must be multiplied or divided by the same number.Equivalent Fractions

“They are equal.”

AnimatedClick on the Fraction

Generating Equivalent Fractions

34

38

68

12

24

612

= =

24

12

=

24

612

=

because

because

24

=

24

=

2242

=12

2×34×3

=6

12

6

When generating equivalent fractions:• Divide if the second denominator is smaller.• Multiply if the second denominator is larger.

36 2

÷ 3

1÷ 3

35 10

× 2

× 2

What must the numerator be divided by to generate an equivalent fraction below?How do you know?

What must the numerator be divided by to generate an equivalent fraction below?How do you know?

CFUCFU

69

?3

=

What must the numerator be multiplied by to generate an equivalent fraction below?How do you know?

What must the numerator be multiplied by to generate an equivalent fraction below?How do you know?

CFUCFU

34

?16

=

Animated

Concept Development (Clarification and CFU)

Concept Development (Clarification and CFU)




Determine2 which denominator is larger.Determine the value to multiply or divide the first denominator by.Multiply or divide the numerator by the same number. Read the equivalent fractions aloud. “___ is equivalent to ___.”

Generate equivalent fractions.1

234

2 figure out2 figure out

VocabularyVocabulary

Skill Development/Guided Practice

Skill Development/Guided Practice


3numerator

denominator

Fraction

2

1.

2

2

2.

2

How did I/you determine which denominator is larger?How did I/you determine the value to multiply or divide the first denominator by?How did I/you find the equivalent fraction?


CFUCFU

1

2

3

3 2

2




Skill Development/Guided Practice (continued)


Determine which denominator is larger.Determine the value to multiply or divide the first denominator by.Multiply or divide the numerator by the same number. Read the equivalent fractions aloud. “___ is equivalent to ___.”


234


3numerator

denominator

Fraction



CFUCFU

1

2

3

2

5.

2

6.

5

5

3

3.

3

4.

2

2

6 2

1 1

2






How did I/you determine what the question is asking?How did I/you determine the math concept required?How did I/you determine the relevant information?How did I/you solve and interpret the problem?How did I/you check the reasonableness of the answer?

How did I/you determine what the question is asking?How did I/you determine the math concept required?How did I/you determine the relevant information?How did I/you solve and interpret the problem?How did I/you check the reasonableness of the answer?

CFUCFU

2

1

3

4

5

Alicia found the equivalent fractions below. Correct any mistakes she made.




Generating equivalent fractions will help you solve problems with fractions.

Generating equivalent fractions will help you do well on tests.

1

Does anyone else have another reason why it is relevant to generate equivalent fractions? (Pair-Share) Why is it relevant to generate equivalent fractions? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why?

Does anyone else have another reason why it is relevant to generate equivalent fractions? (Pair-Share) Why is it relevant to generate equivalent fractions? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why?

CFUCFU

2

RelevanceRelevance

Equivalent fractions are fractions that have the same value.

Sample Test Question:

32. Which of the following fractions is equal to ?

Yes No

Yes No

Yes No

Yes No

Troy is adding the fractions below. He has to reduce the fraction to get the complete answer.




What did you learn today about generating equivalent fractions? (Pair-Share) Use words from the word bank.

Skill ClosureSkill Closure

Access Common CoreAccess Common Core

Summary ClosureSummary Closure



234


3numerator

denominator

Fraction

4

1.4

2.

2

2

1 4

Amos thinks that these two fractions are equivalent. Is he correct? Why or why not?

Word Bank

equivalentfractionssame value

No, Amos is incorrect. He reduced the denominator, but left the numerator alone.




Independent PracticeIndependent Practice



234


3numerator

denominator

Fraction

3

1.3

2.

2

2

1 10

4

3.4

4.

3

3

2 3




Independent Practice (continued)

Independent Practice (continued)



234


3numerator

denominator

Fraction

2

5.2

6.

2

2

1 1

4

7.4

8.

3

3

4 3




Periodic Review 1Periodic Review 1

2

1.

2

3

2

2.

2

2


Which of the following are equivalent fractions?

Yes No

Yes No

Yes No

Yes Nois equivalent to .

is equivalent to .

is equivalent to .

is equivalent to .





2

1.

2

2

2

2.

2

2


Agatha has reduced the following fractions. She has made some mistakes. Identify any incorrect answers she has made and write the correct reduced fraction.






2

1.

2

5

2

2.

2

3

Yes No

Which of the following is equivalent to ?

Yes No

Yes No

Yes No




EDI – Cognitive, Teaching, and English Learner Strategies

Learning Objective: We will generate equivalent fractions.

Elaboration

Targeted Vocabulary

Academic equivalent, generate, determine

Content fraction

Support

Demonstration

VocabularyStrategy

Multiple-Meaning

Synonym

Definition equivalent, generate, determine, fractionHomophone

Internal Context Clue

Listen, Speak Similar Sounds

Write Writing

Read Tracked Reading

Comprehensible Input

Cognates

Contextual Clues

Graphic Organizer

Contextualized Definitions

Pictures

Language Strategies

Cognitive Strategies Teaching Strategies

Content Access Strategies




Blank Page

Documents

What are we going to do? What does generate mean? Generate means __________