| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | equivalent fractions |
| What length (min) | 30 |
| What age group | Year or Grade 4 |
| Class size | 29 |
| What curriculum | NZ |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Equivalent Fractions
Year 4
Mathematics
29 Students
This lesson aligns with the New Zealand Curriculum standards for Mathematics, focusing on Number and Algebra with an emphasis on fractions.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Fractions | 5 mins | Briefly introduce fractions, emphasizing that a fraction represents a part of a whole. |
| 2 | Understanding Equivalent Fractions | 10 mins | Use visual aids (fraction circles) to demonstrate how different fractions can represent the same amount. Discuss examples like 1/2 = 2/4. |
| 3 | Guided Practice | 10 mins | Distribute fraction bars. Guide students to create their own equivalent fractions with hands-on activities and collaboration. |
| 4 | Independent Practice | 5 mins | Hand out worksheets for students to complete on their own, reinforcing what they have learned about equivalent fractions. |
| 5 | Homework Assignment | 5 mins | Explain the homework task, which is a worksheet involving identifying and generating equivalent fractions. Ensure students know they should complete it for review without needing to present in class. |
Students will complete a worksheet on equivalent fractions, which will be collected and assessed. Feedback will be provided without individual presentations in front of the class.
"Good morning, everyone! Today, we’re going to start talking about something really interesting in mathematics—fractions! Can anyone tell me what a fraction is?"
Give students time to respond. Encourage guesses and ideas.
"That's right! A fraction represents a part of a whole. For example, if we have a pizza and we cut it into four equal slices, each slice is one-fourth, or 1/4, of the pizza. So, remember: fractions are all about splitting something into equal parts."
"Now, let’s dive deeper into a special kind of fraction called 'equivalent fractions.' Equivalent fractions are different fractions that represent the same amount. For instance, did you know that 1/2 is equivalent to 2/4? Let me show you."
Use the fraction circles to visually demonstrate. Hold up a 1/2 circle and two 2/4 pieces together.
"As you can see, even though they look different, they cover the same space. This means 1/2 and 2/4 are equivalent! Can anyone think of another example of equivalent fractions?"
Encourage responses and discuss them as a class.
"Fantastic! Remember, equivalent fractions can help us when we are adding, subtracting, or comparing different fractions."
"Now it’s time for us to practice creating our own equivalent fractions! I’m going to give you some fraction bars. Let’s work together—each of you will get a bar that represents a whole."
Distribute the fraction bars to students.
"I want you to find a way to create your own equivalent fractions using these bars. For example, if you have a bar that shows 1/4, can you find another bar that has the same amount? Work with your partner and share your discoveries!"
Monitor the classroom, assisting students as they work and discussing their findings.
"Awesome job, everyone! Now it’s time for you to show what you’ve learned. I’m handing out a worksheet with some exercises that focus on identifying and creating equivalent fractions. Take your time, and remember to think back to what we discussed."
Distribute the worksheets and give students time to work independently.
"If you finish early, please double-check your work. I’ll be walking around to help anyone who may have questions."
"Great work today, class! Before we finish, I want to tell you about your homework assignment. You’ll have a worksheet to complete that involves identifying and generating equivalent fractions."
Hand out the homework worksheets.
"Make sure to complete it at home, and don’t worry about presenting it in front of class. Just focus on understanding and practicing what we've learned today. If you have any questions, feel free to ask me or your family for help!"
"Alright, everyone, have a wonderful day! Make sure to have fun with your fractions!"
Can you think of a real-world situation where you might encounter fractions, and how would you represent that situation using a fraction?
If I give you the fraction 3/6, can you create two different equivalent fractions for it?
Why do you think it’s important to learn about equivalent fractions? How might they be useful in everyday life?
If you had a fraction represented by the number of students in the classroom, what fraction would represent half of your class, and how would you display that visually?
Imagine you have a chocolate bar divided into 8 pieces. If you eat 3 pieces, what fraction of the chocolate bar do you have left, and can you create an equivalent fraction for it?