4.NF.A.1
Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
21.3–5.ES.2
Essential Concept and/or Skill: Adjust to various roles and responsibilities and understand the need to be flexible to change.
Students will:
• Recognize like fractions by simplifying, graph representation, mix fraction, and/or improper fraction
• Recognize fractions as part of a whole
• I will know if the students are learning the objectives if they can simplify faction, or recognized like fractions with minimum assistance.
• The game represents different
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Step 1
• Students will watch the video Understanding Fractions through Real- World Tasks.
Step 2
• By the end of the lesson, students should be able to identify like fractions and simplify fractions
• They should be able to understand that every time we cut a pizza pie we are cutting them into fractions so everyone eat their fair share
• Ask students if they can think of a situation where they had to deal with fractions
Step 3
• The students will brake into groups and use critical thinking to solve the following problem: Jake ate 2/3 of a watermelon and Suzie had an additional watermelon the same size as Jake, but cut hers into 6 equal pieces. How many pieces Suzie