3rd Grade Math Module 5 Lesson 23 engageny 3rd Grade Math Module 5 Lesson 23

Lesson 23 Learning Goal I can generate simple equivalent fractions by using visual models and the number line.

Lesson 23 1 2 Say the fraction. Find the Equivalent Fraction I can generate simple equivalent fractions by using visual models and the number line. Say the fraction. 1 2 Find the Equivalent Fraction

Copy the models on your board. Lesson 23 I can generate simple equivalent fractions by using visual models and the number line. Copy the models on your board. Find the Equivalent Fraction

Lesson 23 1 = 2 4 2 Partition the second square into fourths I can generate simple equivalent fractions by using visual models and the number line. Partition the second square into fourths and complete the equation. 1 2 4 2 = Find the Equivalent Fraction

Lesson 23 1 2 Say the fraction. Find the Equivalent Fraction I can generate simple equivalent fractions by using visual models and the number line. Say the fraction. 1 2 Find the Equivalent Fraction

Copy the models on your board. Lesson 23 I can generate simple equivalent fractions by using visual models and the number line. Copy the models on your board. 1 2 Find the Equivalent Fraction

Lesson 23 1 = 2 6 3 Partition the second square into sixths I can generate simple equivalent fractions by using visual models and the number line. Partition the second square into sixths and complete the equation. 1 2 6 3 = Find the Equivalent Fraction

Lesson 23 2 8 Say the fraction. Find the Equivalent Fraction I can generate simple equivalent fractions by using visual models and the number line. Say the fraction. 2 8 Find the Equivalent Fraction

Copy the models on your board. Lesson 23 I can generate simple equivalent fractions by using visual models and the number line. Copy the models on your board. 2 8 Concept Development

Lesson 23 2 = 8 4 1 Partition the second square into fourths I can generate simple equivalent fractions by using visual models and the number line. Partition the second square into fourths and complete the equation. 2 8 4 1 = Concept Development

Lesson 23 I can generate simple equivalent fractions by using visual models and the number line. The soccer player stood at the end of a 100-meter field and kicked the ball to her teammate. She kicked it 20 meters. The commentator said she kicked it a quarter of the way across the field. Is that true? If not, what fraction of the field did she kick the ball? Use a number line to prove your answer. Application Problem

Lesson 23 I can generate simple equivalent fractions by using visual models and the number line. The soccer player stood at the end of a 100-meter field and kicked the ball to her teammate. She kicked it 20 meters. The commentator said she kicked it a quarter of the way across the field. Is that true? If not, what fraction of the field did she kick the ball? Use a number line to prove your answer. 100 m. 20 20 20 20 20 100 ÷ 20 = 5 1 5 1 field She did not kick the ball a quarter of the way. A quarter is ¼ . She kicked the ball 1/5 of the field. Application Problem

Use suggested materials for Concept Development. Lesson 23 I can generate simple equivalent fractions by using visual models and the number line. Use suggested materials for Concept Development. Concept Development