Math lesson plan · 4th grade (Year 5 in England) · 60 minutes
Find the missing number in equivalent fractions
Fractions
CCSS 4.NF.A.1England: Y4 FractionsEngland: Y5 Fractions
Objective and success criteria
Students will: Find the missing number in equivalent fractions.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Equivalent fractions
Leads to: Write a fraction in its simplest form; Order fractions with different denominators; Add and subtract fractions when one denominator is a multiple of the other
Materials: Fraction strips or a fraction wall, Paper strips to fold, Number lines, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 6 min
- Quick retrieval from earlier learning (Equivalent fractions). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Simplify 20/32 to its simplest form. → 5/8Prompt: Find a number that divides both the numerator and denominator.
- Simplify 4/8 to its simplest form. → 1/2Prompt: Find a number that divides both the numerator and denominator.
- Simplify 9/15 to its simplest form. → 3/5Prompt: Find a number that divides both the numerator and denominator.
Hook · 6 min
- Cut a pizza or a strip of paper unevenly and ask whether the pieces are really halves or quarters.
- Share the objective: Find the missing number in equivalent fractions. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: 1/10 = 8/?
- Step 1: Multiply top and bottom by 8.
- Step 2: 1/10 = 8/80
- Step 3: 80
- Answer: 80
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- 1/3 = ?/21 → 7Prompt: What was 3 multiplied by to get 21?
- 5/10 = ?/2 → 1Prompt: 10 ÷ ? = 2
You do: independent practice · 17 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- 9/12 = ?/4 → 3Prompt: 12 ÷ ? = 4
- 5/8 = 15/? → 24Prompt: What was 5 multiplied by to get 15?
Watch out for
- Thinking a bigger denominator means a bigger fraction (1/8 > 1/4).
- Adding the denominators when adding fractions (1/2 + 1/3 = 2/5).
Support and stretch
Support
- Review first: Equivalent fractions.
- Use concrete materials: fraction strips or a fraction wall.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Write a fraction in its simplest form; Order fractions with different denominators; Add and subtract fractions when one denominator is a multiple of the other.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-4.
Free lesson plan from eurekami.com/lesson-plan-builder