Blended Learning Lesson Plan

Lesson Title: Equivalent Fractions

Objectives:
 Students will be able to recognize and create simple equivalent fractions.
 Students will be able to explain why fractions are equivalent
State Standards: 3.NSF.2 Explain fraction equivalence (i.e., denominators 2, 3, 4, 6, 8, 10) by
demonstrating an understanding that:
 Two fractions are equal if they are the same size, based on the same whole, or at the same
point on a number line;
 Fraction equivalence can be represented using set, area, and linear models;
 Fractions with the same numerator or same denominator can be compared by reasoning
about their size based on the same whole.

Context:
This lesson is directed to third grade students entering the subject of equivalent fractions. The
larger unit is fractions and prior to this lesson students learned what fractions are and that they
are formed out of parts called units. A fraction is the quantity formed by one part (a) when a
whole is partitioned into (b) equal parts. They will bring their knowledge and understanding of
what fractions are into this lesson. The following lesson in this unit is developing an
understanding for mixed numbers. In this lesson I am teaching fraction equivalency which
develops into mixed numbers which discovers that fractions and whole numbers can be
combined.

Data:
The students will be divided into 4 groups. They will be divided from lowest to highest based on
their exit slip from their last lesson that shows if they understand the material. Students had a
couple questions prior so that I could see what their knowledge is on the subject and what they
are having trouble on. With this I can formulate the best lesson to teach the students. At the end
the students will be able to write questions on the material that was difficult for them. There will
be reflective questions to see whether they clearly understand the material.
Materials:
Students will need pencils, math notebook, iPad, and worksheets.
Procedures:
Introduction (15 minutes):
This lesson will take place right after lunch during their math period. I will allow students to
come in, put their lunch boxes away and get situated in their seats. I will start the lesson by
providing an example of an evenly cut pizza. I will then correlate the importance of fractions in
order to better share evenly among friends. Then I will ask the class if anyone can tell me what
fractions are and together we will make a definition of it again. I will show them the YouTube
video on equivalent fractions “Equivalent fractions by Kids Academy”. Students will need their
pencils and their math notebooks. I will show them whole items that without being divided or
fractioned they don’t hold as much value. Students will have 5 minutes to write down items that
are important for us to be able to fraction. After the assignment it is time for stations. They will
have 15 minutes in each station so they will need to use their time efficiently. They will have
time to ask questions if they don’t have any I will walk them through the instructions of each
station.

Teacher Directed (15 minutes):

I will start by showing the students the video on equivalent fractions shown in timelines
“Line plots for kids”. In this station students will get a visual representation on how fractions
cover the same amount of space on a line even if the numbers on the fraction are different. After
the video students can ask questions. I will also ask them questions to check their understanding.
Then they will have a worksheet to complete and think deeply about. It will have 4 questions and
one extra thinking question. It will be number lines that they can pick how one of the fractions is
equivalent to the one shown.

Collaborative (15 minutes):

In this station students still work with a partner to come up with solutions on which charts show
equivalent fractions. Students will have worksheets with shapes cut out like puzzle pieces and
they will have to work together to see which fractions take up the same space as the fraction that
is being shown to them. They will have 5 different shapes that they will find the equivalent
fractions for. Once they are finished with all 5 they will write down in their individual notebooks
their findings by writing down and drawing in what they concluded. Students will hold each
other accountable and help each other conclude their findings.
 Independent Digital (15 minutes):
Students will enter their iPad and watch “Fractions on a number line” song by NUMBERROCK.
They will then have their online worksheet on the numbers on a number line and they will have
12 questions to answer on there. The first six will be on figuring out what fraction the emoji is
placed on the number line. They will then answer the questions on which fractions represent
equivalent information.

Closure (15minutes):
Students will then all go back to their assigned seats. They will turn all their completed
worksheets to the bins on my desk with their names and their partners name on them. The
assignments on their iPad will be turned in to their google classroom. Once back at their seats
they will keep their math notebooks out and I will see that all students wrote on them. Here I will
see how students did and what parts of the lesson I might need to go back and review. We will
then play a quick game of Kahoot. Students will be able to enter their codes and the game quiz
will begin. Once it is over students can put their math notebooks away and their iPad away as
well. There will be one final worksheet for them to complete that will take the students about 5
minutes. Students can ask further questions about the lesson here and they can also include any
information or questions about anything that they may have been confused about.

Rationale:
 “Equivalent fractions by Kids Academy: I chose this piece of multimedia because it was
very fun and engaging while being very educational. It supports the standards and
objectives because it explains in detail how to recognize equivalent fractions. I know it is
of high quality because Kids Academy is a very reliable source in the Education website
of our state standards.

 “Line plots for kids”: I chose this piece of multimedia because it is also a good tool for
students to visualize fractions in line plots. The information is represented clearly and in
a non-complex way for third grade students. They are made by Mage Math which is
reliable and suggested resource that meets the South Carolina state standard
requirements.

 Kahoot: I chose Kahoot to implement to this lesson because it is a fun way to test what
the students learned. The app makes the quizzing of the students fun while having fun
colors and playing fun music. It allows the students to answer questions based on what
they learned and you can see overall as a class what are the strong points and what may
be parts of the lesson that more students need to re touch on. Students are able to enter
their own questions which is very beneficial. It is a very high quality app. With this you
can see your goals reached when you find that all or most have understood your lesson.