Anticipatory Set 10 minutes The teacher will gather students at the carpet and

# Anticipatory set 10 minutes the teacher will gather

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to demonstrate fractions in order to be able to identify equivalent fractions. Anticipatory Set (10 minutes): The teacher will gather students at the carpet and read The Hershey's Milk Chocolate Fractions Book, by Jerry Pallotta. The reading of the book will help students activate prior knowledge about fractions and what they are. After the reading, the teacher will implement a think-pair-share to have students discuss the word “equivalent.” Modeling: Direct Instruction (10 minutes) 1. Students will remain at their table groups for this activity. The teacher will gather a set of pattern blocks and project them under the document camera for students to see. The students and teacher will review the names of each pattern block together. 2. The teacher will ask students which pattern block they could use to show ! " if the hexagon represents the whole unit. Possible student response: Trapezoid. The teacher will model the fraction ! " using the trapezoid under the document camera, making sure to label the fraction created. 3. Now that ! " is established, the teacher will model how to create a fraction that is equivalent to ! " using different pattern blocks. The teacher will use three triangles and a trapezoid to create # \$ . The teacher will show students how the two fractions are equivalent referring to the hexagon. 4. The teacher repeats the process above to find equivalent fractions for: ! # . The teacher will make sure to “think aloud” during this process to help students understand how the fractions are equivalent. 3. Guided Practice: Group Activity (25 minutes) 1. The students will be placed into 4 groups with 4-5 students in each group. 2. Each group will receive a bag of pattern blocks, chart paper, markers, and a glue stick. Each group member will receive isometric dot paper. 3. The teacher will have students divide their chart paper into four squares and label each square with the following fractions: " # , # , \$ , " % . 4. Students will work together to create equivalent fractions for the fractions on their chart paper using the pattern blocks. Using the isometric dot paper, students will trace the equivalent fraction shapes they create, color, and label them. Then, they will cut out the shape and glue it on to the chart paper in the square of the fraction it is equivalent to.  • • • 