Time: 40 minutes
Topic: Dividing and Multiplying to Find Equivalent Fractions
NY State Learning Standards: Mathematics, Science, and Technology Standard 1: Analysis, Inquiry, and Design
Students will use mathematical analysis and scientific inquiry to seek answers and develop solutions.
Mathematics Textbooks (page 401)
Different colored chalk
Objectives: Students will be able to name and write equivalent fractions by multiplying and dividing.
1.Ask students What does equivalent mean?
2.Point out that we have already used fraction strips to show equivalent fractions. 3.Explain that we are now going to use multiplication and division to write equivalent fractions. 4.First, start with multiplication and show an example of how to make an equivalent fraction. Remind students that what we do to the top we must do to the bottom (signal hands up .hands down) 5.Use one color of chalk to show what you do to the numerator and another color to show what you do to the denominator. 6.Put another example on the board and ask a volunteer to help write an equivalent fraction. 7.Point out that the number we use to multiply can be any number, as long as what you do to the top, you do to the bottom. 8.Go over multiple examples together and assign textbook examples. Go over various answers. 9.Call students up to the board to show some answers.
10. Go on to show equivalent fractions using division.
11.Explain that the first step in finding equivalent fraction using division is to find the factors of both the numerator and denominator. 12.Circle the common factor and divide both the numerator and denominator by the same number .because what you do to the top, you must do to the bottom. 13.Put some examples on the board and go over with the class. 14.Then, give some examples for the students to do on their own. Then review. 15.Bring the lesson to a...