**Lesson Plan of Equivalent Fractions**

**Subject Mathematics**

**Grade III**

**Students` Learning Outcomes**

- Write three equivalent fractions for a given fraction.

**Information for Teachers**

- Multiplying the numerator sand denominator of a fraction by the same (non-zero) number, the results of the new fraction is said to be equivalent to the original fraction.

- The word equivalent means that the two fractions have the same value.

- While teaching the lesson, also consult textbook where and when applicable.

**Material / Resources**

Writing board, chalk/marker, duster, diagrams or chart of fractions, proper strips, mathematics textbook

**Introduction**

- Divide the class into five groups.
- Give long proper strip to each group and tell them to observe the coloured parts and colour only one part.
- Ask one group to divide it into equal parts and colour only one part.

- Ask second group to divide it into four equal parts and colour only two parts.

- Ask third group to divide it into six equal parts and colour only two parts.

- Ask fourth group to divide it into eight equal parts and colour only four parts.

- Ask fifth group to divide it into twelve equal parts and colour only four parts.

- Call each group to present their findings on the board and compare with each other`s work.
- Are all fractions showing the same shaded area?
- Explain the concept of equivalent fraction.

**Development**

**Activity 1**

- Show the following figures to the students and ask them what is similar in all figures. (You can also draw these on the board)

- Ask from students what will fourth diagram look like, how many parts are required for next figure.(16)
- Give them chance to make next figure.
- Repeat this activity for 1/3 and ¼ as well.

**Activity 2**

- Write some equivalent fractions on the board.

- Ask students to look at all numerators and predict the relation between them.
- What could be the rule to get 2 and 4 from 1?
- Ask students to look at all denominators and predict the relation between them. What could be the rule to get 4 and 8 from 2?

- Give them some time for pair discussion to make a rule to get next fraction.
- Ask students to use the rule and tell next two equivalent fractions.
- Repeat this for 1/3.

**Sum up / Conclusion**

- Conclude the lesson by stating that by multiplying/dividing the numerator and denominator of a fraction by the same number we get an equivalent fraction.

**Assessment**

- Assign some fraction to the students and ask them to make next three equivalent fractions.

- Give flashcards containing some fractions and ask students to pick all those fractions which are equivalent.

**Follow up**

- Ask students to write next three equivalent fractions of ½, 2/4, 4/8, 3/5, 1/6 and also draw diagrams to represent each fraction.