| 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 introduction |
| What length (min) | 30 |
| What age group | Year or Grade 3 |
| Class size | 20 |
| What curriculum | |
| 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 |
Mathematics
Equivalent Fractions Introduction
Year 3 (Approximately 7-8 years old)
30 minutes
20
The lesson aligns with the UK National Curriculum for Mathematics, focusing on understanding fractions, including equivalent fractions.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Fractions | 5 mins | Begin with a brief review of fractions (numerator and denominator). Use visual aids to illustrate fractions in everyday life. |
| 2 | Definition of Equivalent Fractions | 5 mins | Define equivalent fractions. Explain with examples such as 1/2 and 2/4 using fraction bars or circles to show that they represent the same value. |
| 3 | Identifying Equivalent Fractions | 10 mins | Engage students in an activity where they must identify equivalent fractions from a set of examples (e.g., circle diagrams). |
| 4 | Creating Equivalent Fractions | 5 mins | Allow students to create their own equivalent fractions using fraction bars or drawings. They should illustrate and explain their reasoning. |
| 5 | Assignment of Homework | 2 mins | Distribute homework sheets and explain the assignment. Ensure students understand that they will check their homework in pairs tomorrow without presenting it. |
| 6 | Q&A and Closing Remarks | 3 mins | Invite students to ask questions and recap the main points of the lesson. Reinforce the critical concept of equivalent fractions before concluding. |
"Good morning, everyone! Today, we are going to embark on an exciting journey to explore something called fractions. Can anyone tell me what a fraction is?"
(Pause for student responses)
"Great! That's right! A fraction is a way to show parts of a whole, and it consists of two main parts: the numerator, which is the number on the top, and the denominator, which is the number on the bottom. Let’s take a look at some everyday items around us. For instance, if I cut a pizza into four equal slices and I take one, I would have one out of four slices, or 1/4."
(Show a visual aid of a pizza slice)
"Now, can anyone think of other examples where we might see fractions in real life?"
(Pause for responses)
"Fantastic! We see fractions in cakes, chocolate bars, and even in measuring ingredients for cooking!"
"Now that we have a basic understanding of fractions, let's move on to something special called equivalent fractions. Equivalent fractions are fractions that may look different but actually represent the same value. For example, take the fractions 1/2 and 2/4."
(Display fraction circles or bars)
"Can everyone see how these two fractions represent the same part of a whole? If I have one half of a pizza, that's the same as having two quarters of the pizza. Let’s say it together: '1/2 is equal to 2/4'."
"Let’s have some fun! I have a set of examples in front of you in your groups. I want you to look through these circle diagrams and identify which pairs of fractions are equivalent."
(Hold up circle diagrams for students to see)
"Take a few minutes to discuss with your partner and find as many equivalent fractions as you can. Remember to think about their proportions!"
(Give students time to work in pairs)
"Alright, who can share some equivalent fractions they found?"
(Pause for responses)
"Wonderful observations, everyone! Keep that thinking cap on as we move forward!"
"Now, I want you each to become a fraction artist! Using the fraction bars or your drawing materials, please create your own equivalent fractions. For instance, if you start with 1/3, can you make a fraction that is equivalent to this one? Illustrate your work and be ready to explain your reasoning to the class."
(Give students time to create their fractions)
"Let’s see what unique equivalent fractions you’ve created! Who wants to share their work?"
(Pause for students to present)
"Fantastic creativity, everyone! Each of you did a brilliant job explaining your thought process!"
"Before we wrap up, I have your homework assignment ready. You'll find a worksheet focused on equivalent fractions that I want you to complete at home. Remember, there’s no need to present this homework in our next class; we will check it together in pairs to make sure we understand it well."
(Hand out homework sheets)
"Do you all understand what’s required? If you have any questions while working at home, make sure to write them down so we can discuss them in class."
"Now, before we finish for today, does anyone have questions about what we learned about equivalent fractions? This is your chance to clarify anything!"
(Pause for questions)
"Excellent questions, everyone! Just to recap: We learned that equivalent fractions are fractions that look different but represent the same quantity, such as 1/2 and 2/4. You did an amazing job today, and I can’t wait to see your homework! Have a great day, and keep thinking about fractions!"
Define a fraction and identify its two main parts. Provide an example from everyday life.
What are equivalent fractions? Explain using your own words.
Identify three pairs of equivalent fractions from the following list:
a) 1/4 and 2/8
b) 3/6 and 1/2
c) 2/5 and 4/10
d) 5/10 and 1/2
e) 3/5 and 6/10
Using the fraction 3/4, create two equivalent fractions and illustrate your work using drawings or diagrams.
Explain how you determined that your fractions in question 4 are equivalent.
Think of a situation in real life where you might need to use equivalent fractions. Describe this situation and the fractions involved.
Reflect on today's lesson: What was the most interesting thing you learned about fractions and equivalent fractions? Write a few sentences about it.
If you double the numerator and the denominator of the fraction 1/3, what fraction do you get? Are the two fractions equivalent? Explain your reasoning.
Draw a circle diagram to show a fraction of your choice and identify at least two equivalent fractions for it.
What questions do you have about fractions or equivalent fractions that you would like us to discuss in our next class?