Unit Fraction: Day 1: Representing Fractions Using Manipulatives Jr/Int
MO 5 min A 45 min C/D 25 min 75 min 
Math Learning Goals Students will:

Materials

Minds On... 
Independent Math Log Students respond to the prompt: What is a fraction? 

Action! 
Pairs Parallel Task Ask students to select one of the following fractions: ^{4}⁄_{10} or ^{2}⁄_{5}, and represent it in as many ways as they can. Pairs display all of their representations in their workspace.
Whole Group Gallery Walk Students circulate around the room and review the different representations. Students consider which representation they think most clearly shows the fraction, and indicate their preference by placing a sticky note with their name by their first choice. Ask students to be prepared to discuss any similarities or differences they notice between the representations of ^{4}⁄_{10} and ^{2}⁄_{5}. 
Teachers can provide scaffolding by suggesting different manipulatives for different pairs. Students may notice that the two fractions are equivalent. Allow them to reason and explore to reach this conclusion. 
Consolidate/ Debrief 
Whole Group Discussion Organize and name the different types of representations students preferred. Ask students who put their name on a sticky note by each particular representation to explain why they think that one is the most effective. Use prompts such as:
Push their thinking for each representation by using some of the following questions: Key Questions:
Independent Math Log Use another colour of ink to build on your note in your Math Log. Be sure to include at least one example of each type of representation that shows your understanding of a fraction. 
Include the following types of representations in the discussion:

Home Activity or Further Classroom Consolidation Find at least two different representations of fractions. You may consider looking in the kitchen, garage, or newspapers and magazines. 
Unit Equivalency in Fractions: Day 2: Thinking Proportionally Junior/In
MO 15 min A 25 min C/D 35 min 75 min 
Math Learning Goals Students will:

Materials 
Minds On... 
Pairs Exploration Ask students to use their multiplication chart (BLM 2.1) to identify equivalent fractions for ^{2}⁄_{5}, ^{6}⁄_{7}, and ^{3}⁄_{10}. Students list their observations. Possible observations include:


Action! 
Pairs Activity Ask students to show how they know that ^{2}⁄_{3} and ^{8}⁄_{12} are equivalent on chart paper. They should provide enough detail to support their classmates in understanding their work during the Gallery Walk. 
This could be differentiated by using the fractions ^{1}⁄_{2} and ^{2}⁄_{4} for some students. 
Consolidate/ Debrief 
Whole Group Gallery Walk Students go on a Gallery Walk affix their sticky note on the representation they think best helps them to understand equivalent fractions. Facilitate an Elmo presentation and post examples Bansho style. Point out the different representations (pictures, fraction circles, fraction towers, number lines, numerical operations). Discuss the different ways to represent. Post the charts that contain important learning – with labels – so that the students can refer back. For example, two area models that are accurate / same size or two line models that are overlaid, or a numerical explanation 2x4=8 … 3x4=12 

Home Activity or Further Classroom Consolidation Choose A or B. A: Name a fraction that is equivalent to ^{1}⁄_{3} and show how you know. B: ^{1}⁄_{3} and ^{2}⁄_{6} are equivalent. How do you know? 
BLM 2.1: Multiplication Chart (1 through 12)
Unit Equivalency in Fractions: Day 3: Representing Fractions on Number Lines Junior/Int
MO 15 min A 45 min C/D 20 min 75 min 
Math Learning Goals Students will:

Materials

Minds On... 
Whole Class Brainstorm Here is a number line. (get a large “wall” number line from a primary classroom) What do you notice? How is this like a ruler? How can these help us learn math? Create a list. [measuring, counting, adding on, subtracting, skip counting] How could a number line help us with fractions? Write on a chart. 

Action! 
PairShare Investigation In groups label each partition on BLM 3.1. Compare the number lines.
Write questions based on your number lines. Pairs rotate and answer another group’s questions. 

Consolidate/ Debrief 
Whole Class Guided Discussion Look back at the chart we created about number lines and fractions. What else have you learned about the ways that number lines can help us learn fractions? 

Home Activity or Further Classroom Consolidation 
BLM 3.1 Equivalence on the Number Line
Our group’s questions:
Unit Equivalency in Fractions: Day 4: Determining Equivalency Junior/Int
MO 15 min A 40 min C/D 20 min 75 min 
Math Learning Goals Students will:

Materials

Minds On... 
ThinkPair Reflection Individually, students write a journal entry about the number line. What is it? What are the rules? Make a number line that you would use to show ^{2}⁄_{8}. Could you use this number line to show ^{2}⁄_{5}? Pairs share their journal entries. 

Action! 
Small Groups Exploration Distribute envelopes containing Set A or Set B below of eight fractions in numerical form to pairs. Students decide how they will place their set of fractions on a number line. Remind students that they may need to make more than one number line to help show fractions that are equivalent. [Set A: ^{2}⁄_{4}, ^{1}⁄_{2}, ^{1}⁄_{3}, ^{2}⁄_{6}, ^{3}⁄_{4}, ^{6}⁄_{8}, ^{5}⁄_{10}, ^{3}⁄_{9}] [Set B: ^{8}⁄_{6}, 1 ^{2}⁄_{6}, 1 ^{1}⁄_{3}, ^{4}⁄_{3}, ^{5}⁄_{8}, ^{2}⁄_{8}, ^{1}⁄_{4}, ^{1}⁄_{3}] 

Consolidate/ Debrief 
Whole Class Discussion


Home Activity or Further Classroom Consolidation 
Additional Equivalent Fractions Activities:
[Choose from these for students who need more practice, or an extension.]
Choose a fraction. Show as many equivalent fractions as you can, using the manipulatives provided.
What do you notice about the numerator and denominator in the fractions ^{3}⁄_{5} and ^{12}⁄_{20}?
You have a bag of marbles. There are 5 black and 5 white marbles in the bag. What is the probability of getting a black? Now, if you remove one black and one white (4 of each), what is the probability of pulling out a black? What about 3 of each? What do you notice?
Look at the two granola bars. Sue says that the two bars both show ^{1}⁄_{4} of the granola bar is shaded. Mitchell says that the fractions are different. Who is right?
Jian threw his paper airplane 0.66 m and Sylvain threw his ^{2}⁄_{3} of a meter. Whose airplane went the farthest?
(Other examples: 0.75 and ^{3}⁄_{4}; 0.2 and ^{2}⁄_{10}; 1.25m and ^{5}⁄_{4})