This lesson was written to introduce the concept of fraction equivalence to students through the medium of a flipped lesson. Students will participate in highly engaging activities to help their understanding of equivalent fractions.

Fractions- a numerical quality that is not a whole number; usually used when referring to parts of a whole

 

Equivalence- the condition of being equal in value, worth, or function

 

Numerator- the top number of a fraction; represents the value of the part of the whole that is being referenced 

 

Denominator- the bottom number of a fraction; represents the value of the parts that make a complete whole. 

• Students will be able to identify situations in which equivalent fractions can be used.
• Students will be able to generate equivalent fractions for a given fractional value.
• Students will be able to discern the difference between equivalent and non-equivalent fractions.
• Students will be able to explain their metacognitive thinking verbally and through writing.

3 Days (2 Flipped Lessons and 3 in-class activities)

1. Large sheets of drawing or construction paper
2. Markers/Colored pencils
3. Scissors
4. "I Saw it Here" handout
5. "An Eye on my Slice" handout
6. "I Cracked the Code" exit ticket
7. Large Chalkboard/White board
8. Chalk/dry-erase markers
9. The following YouTube videos and websites (conveniently found on linoit board entitled: Equivalence for All (Fractions) [Equivalence for All (Fractions) Linoit Board]

• YouTube Videos (Playlist):
  • Equivalent Fractions
  • Cyberchase: Zeus on the Loose S01E06 Alternative links: (Part 1 & Part 2)
  • Equivalent Fractions 4th Grade
  • Equivalent Fractions-Christine Munafo's Flipped Classroom-4th grade STEM
  • How to find equivalent fractions
  • Finding Equivalent Fractions
  • Equivalent Fractions: Find the missing Number
• Online Game Websites:
  
  • Equivalent Fractions Bingo
  • Fraction Matcher
  • Ratio Blaster
  • Triplets Fractions
  • IKnowIt.com: Equivalent Fractions
  • SplashLearn: Recognize Equivalent Fractions
  • SplashLearn: Select a Pair of Equivalent Fractions
  • SplashLearn: Complete the Equivalent Fractions
  • SplashLearn: Identify Equivalent Fractions
  • SplashLearn: Select the Pair of Equivalent Fractions

W:	This lesson is most appropriate for students having little to no prior knowledge of the topic of fraction equivalence.
H:	As a flipped lesson, this lesson will allow students to take their own learning into their own hands by having the instruction at home and implimenting what they have learned through hands-on activities in the classroom. They will do this by watching videos- both instructive and entertaining- , playing online games, and by creating their own pizza!
E:	By watching the flipped lesson videos, students will be have the ability to choose, re-watch, and fast-forward through lesson videos in order to learn at their own pace. They will implement what they have learned through hands on activities.
R:	When generating the equivalent fractions list on the board by looking at the other groups' pizzas, students will revise their list of equivalent fractions in order to include equivalences that work for all three pizzas.
E:	Students will self-evaluate by completing the "I Cracked the Code" handout at the end of the last lesson day. They will evaluate what strategies they used in completing the last task and why as well as what other strategies they could have used that they had seen others use.
T:	The nature of the flipped lesson allows for students to learn at their own pace which makes it easy for students to tailor to their own needs. Also, the groups for the pizza activity are meant to be unequal which makes it easy to place students according to their own needs, interests, and/or learning styles.
O:	The activities always take place in class after students have learn the material at home. All of their directions and links for at home instruction is located on the linoit page entitled Equivalence for All (Fractions). The lesson begins with a video instructions and ends with a large group activity ending with a self-evaluation.

Day 1 In-class lesson: Class will begin with a quick Think-Pair-Share of what the students remember about fractions. The teacher will then split the class into unequal groups (no two groups should have the same numbers of members; groups can also be arranged by teacher in order to accommodate ELLs, students with IEPs and/or gifted students). Distribute large sheets of paper, markers, colored pencils, and scissors to each group. Instruct each of the groups to create a large pizza that they will share. The groups should divide their pizzas so that there is one "slice" per group members. Allow students to decorate their individual slices on the  group pizza replicate it on "An Eye on my Slice" handout. Show Equivalent Fractions (Mrs. T. Allen-Stokes) video and ask the students to think about what topic will be exploring next in Math class. At the conclusion of the video, give them instructions on how to reach the linoit site in order to complete their at-home flipped classroom work.

 

Day 1 Flipped lesson: Students will watch Cyberchase: Zeus on the Loose S01E06 (Part 1 and Part 2) and Equivalent Fractions 4th Grade videos at home and then fill out "I Saw It Here" handout.

 

Day 2 In-class lesson: Have students sit with their groups and discuss the previous nights videos and the situations they chose for their "It Saw It Here" handout. Then come together as a class and share. Instruct students to replicate what they saw in the Cyberchase and Equivalent Fractions videos with their pizzas by choosing a fraction of their pizzas to find equivalences of (for example ½ or 1/3). Have the students draw a diagram of their pizza on their "An Eye on my Slice" and shade in their original fraction. Have the groups brainstorm and come up with equivalent fractions of their original chosen fraction and "slice" their pizza according to model their new equivalent fractions.  Students should also draw diagrams in the subsequent pizzas on their hand outs. Students should write down the fractions their diagrams represent under each pizza circle. For the last 5 minutes of class, the class should come back together and share their equivalent fractions while modeling their pizzas as examples. Collect the "I Saw it Here." and "An Eye on my Slices" handouts at the end of class.

 

Day 2 Flipped Lesson: Students pick at least three of the instructional videos found on the linoit page and then try at least 2 games, recording their scores to share the following day.

 

Day 3 In-class lesson: Students will discuss in groups and then in whole class discussion which videos/games they liked or disliked based on how much they felt they learned from them. Each groups' pizzas will be placed together in order to compare and contrast them. Each group should go to a section of the board and, by looking at all of the groups' pizzas, generate a list of equivalent fractions that does not include equivalent fractions within their own pizza, but does include equivalent fractions between group pizzas. A possible extension would be to have students generate equivalent fractions that were not modeled by any of the other groups' pizzas. Ten minutes before class ends, come back together and do a gallery walk of each group's lists. Each group should explain the methods they used to find their equivalent fractions. As a Ticket-out-the-Door, have the students fill out a "I Cracked the Code" slip of paper. Collect at end of class. 

• Completion of "I Saw It Here" worksheet with at least 75% accuracy
• Completion of "An Eye on my Slice" sheet with at least 75% accuracy  
• Completion of "I Cracked the Code" response sheet with 100% accuracy

 

An Eye on My Slices.doc
I Cracked the Code.doc
I Saw It Here.doc

Equivalence for All (Fractions) Linoit Page: http://linoit.com/users/lcfijalk/canvases/Equivalence%20for%20All:%20Fractions

Fraction Equivalence

Lindsay Fijalkowski

April 16, 2015