Objective: Students will be able to generate equivalent fractions. Problem Centered: The lesson should start with the teacher presenting the following problem to the students- "If this hexagon shaped pattern block represents one whole, what does each trapezoid shape piece represent?" Activation: Using the Padlet website, students will post their ideas. Discuss them as a class, and discuss why each student thinks what they do. Demonstration: Using larger versions of the pattern blocks on the SmartBoard, determine what each pattern block is "worth" if the hexagon is one whole. Create an anchor chart of what each block is worth. (ie., the trapezoid is 1/2). Then, determine which blocks could be used to create equivalent fractions. As a class. determine that two triangles (each 1/4 of the whole hexagon) are worth the same as one trapezoid. Below is an example of an anchor chart that could be created. Application: Working in pairs, Students should find more pairs of equivalent fractions. Integration: Students should come back, share what they have learned, and complete an exit ticket demonstrating their mastery of the topic.
Objective: Students will be able to generate equivalent fractions.
Problem Centered: The lesson should start with the teacher presenting the following problem to the students- "If this hexagon shaped pattern block represents one whole, what does each trapezoid shape piece represent?"
Activation: Using the Padlet website, students will post their ideas. Discuss them as a class, and discuss why each student thinks what they do.
Demonstration: Using larger versions of the pattern blocks on the SmartBoard, determine what each pattern block is "worth" if the hexagon is one whole. Create an anchor chart of what each block is worth. (ie., the trapezoid is 1/2). Then, determine which blocks could be used to create equivalent fractions. As a class. determine that two triangles (each 1/4 of the whole hexagon) are worth the same as one trapezoid. Below is an example of an anchor chart that could be created.
Application: Working in pairs, Students should find more pairs of equivalent fractions.
Integration: Students should come back, share what they have learned, and complete an exit ticket demonstrating their mastery of the topic.
Here's a blog post about this idea!