Your device is currently offline. You can view downloaded files in My Downloads.

Lesson Plan

2. Generate equivalent fractions (FP)

teaches Common Core State Standards CCSS.Math.Content.3.NF.A.3a http://corestandards.org/Math/Content/3/NF/A/3/a
teaches Common Core State Standards CCSS.Math.Content.3.NF.A.3b http://corestandards.org/Math/Content/3/NF/A/3/b
teaches Common Core State Standards CCSS.Math.Practice.MP4 http://corestandards.org/Math/Practice/MP4
teaches Common Core State Standards CCSS.Math.Practice.MP6 http://corestandards.org/Math/Practice/MP6
Quick Assign

You have saved this lesson!

Here's where you can access your saved items.

Dismiss

Card of

or to view additional materials

You'll gain access to interventions, extensions, task implementation guides, and more for this lesson.

Lesson objective: Generate equivalent fractions with area models or number lines. This lesson includes only fractions that are less than 1.

This lesson helps to build procedural skill with generating equivalent fractions. An area model is used here because it highlights the understanding of equivalent fractions as equal areas. This work develops students' understanding that equivalent fractions name the same amount of area. A number line is used here because it supports the understanding of fractions as numbers. This work develops students' understanding that equivalent fractions are numbers that take the same position on a number line.

Students engage in Mathematical Practice 4 (model with mathematics) as they represent fractions using area models, number lines, and numbers. Students engage in Mathematical Practice 6 (attend to precision) as they partition their models and use precise vocabulary to communicate their understanding.

Key vocabulary:

  • equivalent
  • number line
  • partition
  • position

 

Related content

Appears in

Understanding equivalent fractions

Provide feedback