Talking Points: -- “How do you indentify equivalent fraction on a number line?” -- “For example, what fraction is equivalent to 3/6?”

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LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

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LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

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LearnZillion Notes: --This is our lesson objective. Keep it as short and student-friendly as possible. Put what they will learn in green and then how they’ll.

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LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

Presentation transcript:

Talking Points: -- “How do you indentify equivalent fraction on a number line?” -- “For example, what fraction is equivalent to 3/6?”

Talking Points: -- “In this lesson you will learn how to identify equivalent fractions by using a number line.”

1 Talking Points: -- “You remember that when we are talking about fractions, we are talking about equal parts of a whole.” -- “Fractions can be identified as a point on a number line. -- “Let’s look at 1/4.” (Circle the denominator.) “The denominator tells us how many equal parts to break the number line into.” (Model dividing the number line into equal parts.) “We always want to make sure that we divide the space into equal parts.” -- “Now the numerator tells us how far to count down the number line.” (highlight the area between 0 and 1/4). “This point shows us the distance of 1/4 on the number line.”

1 1 Talking Points: --“A common mistake is thinking just because the numerators or the denominators are not the same then the fractions are not equivalent.” -- “Here we have 1/3 and 2/6, we can clearly see that the numerators and the denominators are not the same.” -- “However if we look at these fractions as points on the number line, we will see that they both represent the same amount.” -- “Therefore 1/3 and 2/6 are equivalent fractions.”

Talking Points: -- “Here we have a number line divided into halves. Let’s look at the distance between 0 and 1/2. (Highlight the space between 0 and ½)” -- “Now let’s look at the same number line divided into fourths. Notice the distance between 0 and 2/4 is the same as the distance between 0 and ½.” -- “1/2 and 2/4 are equivalent fractions because they represent the same point on the number line.”

Talking Points: -- “Here we have a number line divided into ten equal parts. The number line is divided into tenths. Let’s look at the distance between 0 and 4/10. (Circle 4/10.)(Highlight the space between 0 and 4/10)” -- “Now let’s look at the same number line divided into fifths. Notice the point 2/5 on the number line (Circle 2/5.) The distance between 0 and 2/5 is the same as the distance between 0 and 4/10.” -- “4/10 and 2/5 are equivalent fractions because they represent the same point on the number line.”

Talking Points: -- “In a problem it may look like this. Nick walked 3/6 of a mile. Ed walked ½ of a mile. Did they walk the same distance? -- “First let’s show the distance Nick walked with a green highlighter.” -- “Next let’s show the distance Ed walked with an orange highlighter.” -- “Did walk the same distance? If you said, “Yes,” you are right.” -- “As you can see 3/6 and 1/2 represent the same distance. 3/6 and 1/2 are equivalent fractions because they name the same point on the number line.”

Talking Points: -- “In this lesson you learned how to show a unit fraction by using a number line.”

Talking Points: -- “Kevin ran 2/4 of a mile. Destiny ran 4/8 of a mile. Did they run an equivalent amount? Try to figure this one without my help.” (Pause) -- “Using the number line we can identify the distance Kevin ran. Then we can identify the distance Destiny ran on the number line.” -- “We can clearly see that 2/4 and 4/8 represent the same distance. So the answer is yes, Kevin and Destiny ran the same distance. 2/4 and 4/8 are equivalent because they represent the same point on the number line.”

LearnZillion Notes: --On the Extension Activities slide(s) you should describe 2-3 activities written with students as the audience (not teachers). Each extension activity should push the students a bit further with the lesson but in a different application or context. Each activity should be designed to take roughly 20-40 minutes. Teachers will likely display the slide in class and then assign an activity to a student or group for additional practice and differentiation. Ideally, these Extension Activities will be created such that a teacher can differentiate instruction by giving more difficult extension activities to students who have shown mastery of the lesson, and less difficult activities to students who are not yet proficient. --If you need more than one slide to list your extension activities, feel free to copy and paste this slide!