Home/Mathematics/Equivalent Fractions and Fraction Benchmarks/Lesson plan
Public · Sign in
MT
← Back to topic
LESSON PLAN

Equivalent Fractions and Fraction Benchmarks

A
Apothem Team
Grade 5 · Number
LESSON AT A GLANCE
Warm-up
5 min
Explore
15 min
Consolidate
10 min
Practice
12 min
Exit ticket
3 min

Warm-up

Show a chocolate bar: 4 pieces, 2 shaded. 2/4 shaded. Show another: 8 pieces, 4 shaded. 4/8 shaded. Are these the same amount? (Yes.) Why? These are equivalent fractions. How many different fractions could I write for this same amount? (Infinitely many.) The number line and fraction strips confirm they are all the same point.

Explore

Equivalent fraction investigation: students receive a target fraction (e.g., 2/3) and must find 5 equivalent fractions and verify each by drawing the area model. Then simplify 4 given fractions to lowest terms using the GCF. Share strategies for finding the GCF.

Consolidate

Practice

Students generate 4 equivalent fractions for each of 3 given fractions, simplify 6 fractions to lowest terms, and place 8 fractions on a number line. Exit ticket: simplify 16/20.

Exit ticket

Students generate 4 equivalent fractions for each of 3 given fractions, simplify 6 fractions to lowest terms, and place 8 fractions on a number line. Exit ticket: simplify 16/20.

TIP  Use the number line as the primary tool for comparing fractions. Students who can place fractions on a number line understand them as numbers, not just ratios of shapes.
WORKED EXAMPLES
Simplify 18/24 to lowest terms.

GCF of 18 and 24: factors of 18 are 1,2,3,6,9,18; factors of 24 are 1,2,3,4,6,8,12,24. GCF = 6. 18/6 = 3, 24/6 = 4. Simplified: 3/4.

Is 5/7 greater or less than 7/10?

Convert to common denominator: 5/7 = 50/70, 7/10 = 49/70. So 5/7 > 7/10 by 1/70.

MATERIALS
Fraction strips and circles
Number lines 0 to 2
Fraction benchmark reference cards
Grid paper for equivalence diagrams
WATCH FOR
!Students may divide only the numerator when simplifying: 18/24 becomes 3/24 instead of 3/4. Always divide BOTH numerator and denominator by the GCF.
!Students may think a fraction with a larger numerator is always larger (5/7 > 7/10 because 7>5). The denominators must be considered.