# Lesson Plan of Equivalent Fractions

## 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.  