Ext 6-8 Sampler

Grade6 22 Lesson7, 6ETeacherGuide 20 Objective12: To find all sets of equivalent fractions from a set of fractionbars. To identify and change a fraction to lowest terms. PD Materials: FractionBars (orFractionStripsmade from Master 14) Vocabulary: equivalent fractions, lowest terms Equivalent Fractions fromFractionBars Arrange the students in small groups andgive each group a set of FractionBars. Haveoneperson inyourgroup select and list all the barswherenoparts are shaded. (0⁄12, 0⁄10, 0⁄6, 0⁄5, 0⁄4, 0⁄3, 0⁄2) Makea towerwithyourbarsbyputting 0 ⁄ 12 for the bottom story, 0 ⁄ 10 for thenext story, 0 ⁄ 6 for thenext storyand soon. Show the towerwith a set of fractionbars. Twoormore fractions that represent the samenumber are calledequivalent fractions.Beginningwith the½ markonyourgreenbar, identify theother fractionbars whichareequivalent to½.Write thenameof these equivalencieson the chart on the studentpage. Students mayuse a ruler or a sheet of paper to find that½is equivalent to 2⁄4, 3⁄6, 5⁄10 and 6⁄12. (½linesupwith 2⁄4, 3⁄6, 5⁄10 and 6⁄12.) You can see that½ is the sameas 2⁄4.What operation is usedonboth thenumeratoranddenominator to change ½ to 2⁄4? (Multiplyboth terms by2.) Writeon theboard: Howwouldyou change 2⁄4back to½? (Divideboth numerator anddenominator by2.) What is thepattern for findingequivalent fractions? (Multiplyordivide bothnumerator anddenominator of the fractionby the samenumber.) Writeon theboard: When thenumeratorand thedenominatorhaveno common factorsother than1, the fraction is expressed in lowest terms. Identify½as the lowest terms fraction for the items on theboard. Repeatwith the⅓bar (⅓linesupwith 2⁄6 and 4⁄12).Again, ask for thepatterns to change⅓to 2⁄6 and vice versa. 1 2 2 4 ÷2 ÷2 = 2 4 1 2 x2 x2 = After filling in the chart, allow students time to share their observations about the equivalent fractions theyhave written. All the fractions in the same rowareequivalent. The fractions in the far left columnare said tobe in lowest terms.Howdoyouknow if a fraction is in lowest terms? (Thenumerator and thedenominatorhaveno common factors other than1.) ConcentrationEquivalencies Arrange the class into small groups, eachwith a set of fractionbars. Place all bars facedown in rows of the same color in themiddleof theplayers. Players take turns turningover 2bars looking forpairs of equivalent fractions. Theplayer says thenames of both fractions and keeps the2bars if they are equivalent and continues turningover 2morebars. If the2bars turnedover arenot equivalent, thebars areplaced facedown in the same location.After all possiblebarshavebeenmatched, the playerwith themost bars is thewinner. 20 ©Math TeachersPress, Inc.,Reproduction by anymeans is strictly prohibited. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. EquivalentFractions Forproblems1–20,findallof thesetsofequivalent fractions. Lowest Terms EquivalentFractions in HigherTerms Lowest Terms EquivalentFractions in HigherTerms 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 1 2 2 4 2 4 3 6 5 10 6 12 3 3 4 4 5 5 6 6 10 10 12 12 Which is notanother name for 1 2 ? B A C D 5 10 6 12 2 3 3 6 1 3 2 3 1 4 3 4 1 5 2 5 3 5 4 5 2 6 4 6 1 6 5 6 2 10 4 10 6 10 8 10 1 10 3 10 7 10 9 10 4 12 8 12 3 12 9 12 2 12 10 12 1 12 5 12 7 12 11 12 4.NF.1 LessonPlanPage PD ProfessionalDevelopment inEveryLesson The LessonPlan sectionof theTeacherManual contains everything the teacher needs todoand say for each lesson . TheC–R–Amodel is implemented inevery lesson. 1. Starting the Lesson Each lesson states the learning objectives,materialsneeded, and themath vocabularywords. 2. This sectionpresents themath concept at the concrete stageof learning. An active, hands-onapproachwith true manipulativesdevelopsunderstanding of the concept. Lessons are lightly scripted inbold type to support the teacher. 3. Pictures at the topof thepage linkhands-onactivity topractice at theabstract stage. 4. Games. Students strengthen their problem- solving skills as they apply themath concept used ineachgame. Skill-BuildingPractice. Many lessons include follow-uppractice to support the lessonand provideadditional differentiated instruction for ELL and studentswith special needs. Objectives for CCSS, CCSS-CA, andTEKSnotedon lessonplans in respectiveTeacherManuals. Professional Development iconalert indicates avideo lesson. Available in the eGuide.