3. LESSON TEMPLATE
Name of teacher : Shelin Elizabeth Varghese Subject: Mathematics
Name of school : Unit : Fraction
Standard & division : 7 A Topic :Equivalent fraction
strength : Period :
Time : 45 minutes Date :
Curricular statement :
To understand the concept of equivalent fraction.
Content analysis :
Term
Facts
Fraction
* Equivalent Fractions have the same value, even
though they may look different.
*We can make equivalent fractions by multiplying or
dividing both top and bottom by the same amount.
* We only multiply or divide, never add or
subtract, to get an equivalent fraction.
*Only divide when the top and bottom would still be
whole numbers.
4. Concept
Learning outcomes
Pre- requisite
Learning aids
Equivalent Fraction
Student will be able to:
*recall related knowledge and information about
fractions.
*Exemplify different situations of fractions.
*Apply the above concept in familiar situation.
*Accept the beauty of Mathematical principles.
Fraction
chart ,chocolate,model, cake,compass,scissors,
classroom equipments.
Class room interaction procedure Response
1. To check the previous knowledge , Teacher ask
about fractions.
Teacher then pass out pre-measured and marked
paper plates to students. (These plates should have
been pre-marked or divided on the back into halves,
thirds, fourths, sixths, eighths, and twelfths.) Students
write their name on each piece of their paper plates
Students actively respond.
Students actively do so.
5. on the back by the instruction of the teacher. Then
have students carefully cut their paper plates . Use
the lines that are drawn on the back of the plates as
their guide.Teacher will then model how 1/2 of her
paper plate is the same as 2/4 of another paper plate.
Then 2/4 is the same as 4/8 of another paper plates.
Students begin to discover and infer what fractional
parts are equal.
Then teacher ask them to take a piece of blank paper
and to fold it in half, along either direction, and to
quickly color one half of it. Then to continue folding
and counting the colored sections: 2/4 4/8 8/16 .
They found that the fractions same.
2.
Teacher then provide them with 2 chocolate and ask
them to split it into 3 equal parts and 6 equal parts.
Two-thirds is equivalent to four-sixths.
3. Teacher explains that Equivalent fractions are
fractions that have different numbers but the same
Students actively do so
6. value.
ACTIVITY 1
Teacher asks them to draw two circles in a paper.
Teacher then told them to divide the first circle into
4equal parts and to divide the second circle into 8
equal parts.Teacher demonstrate this using cake.
Teacher told them to remove 1 part from the 4
equal parts and to remove 2 parts from 8 equal
parts.
Teacher ask them about the remaining fraction.
Teacher then draw the above circles in the black
board.
=3/4 = 6/8
Students reply that the remaining fraction is 3/4, 6/8
7. x 2
¾ = 6/8
x 2
These two fractions
are equivalent fractions because they
are the same fraction.
ACTIVITY 2
1. Connect the pictures that show equivalent
fractions. Write the name of each fraction beside its
picture.
Students understood the concept.
8. ACTIVITY 3
Teacher provide a chart
Make a chain of equivalent fractions
= = = =
Students actively do the work.
9. = = =
½ = = = =
5/ = 6/ = =
Teacher explains that Equivalent fractions are
different fractions that name the same number.
Followup :
Students find the answer.
Assignment :
