1. 3rd Grade Math Module 5 Lesson 23
engageny
3rd Grade Math
Module 5 Lesson 23

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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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