ND State Standard
4.NO.NF.4 Demonstrate how equivalent fractions are generated by mutliplying a fraction equivalent to 1 or the properties of multiplication (proper and improper fractions limited to denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100).
Let's start off by watching the Read Aloud of Fractions in Disguise by using the embedded YouTube video below or using this direct link.
Your goal is to share three different math centers themed around creating equivalent fractions. Each math center should focus on one of the following strategies for creating equivalent fractions:
Determine the LCD: Find the smallest multiple that both denominators share.
Adjust the Fractions: Multiply the numerator and denominator of each fraction by whatever number is needed to make the denominators match the LCD.
Multiply the Denominators: If finding the LCD seems challenging, you can multiply the two denominators directly to get a common denominator.
Adjust the Fractions: Multiply each fraction’s numerator by the denominator of the other fraction.
Choose a Multiple: If the denominators have no common factors or the LCD is difficult to determine, you can multiply both denominators by a common multiple.
Adjust the Fractions: Multiply both the numerator and denominator of each fraction by the same number so that the denominators become equal.
What needs to be included with your submission and your centers?
Each center can be found via research or you can create your own or have a combination of created and found centers.
Each center should include activities using both proper and improper fractions.
Incorporate manipulatives such as fraction bars, fraction circles, etc to reinforce visual fraction equivalency and size.
Ensure all directions and items are included, making the centers "ready to use."
Provide printed, cut-out, organized, and displayed materials. Share your three centers with all information, including citations, evidence of your classroom-ready materials, and reflections on the activities.
Reflection
Discuss why you chose each activity and how it aligns with the learning objectives.
Reflect on the effectiveness of each center in teaching equivalent fraction skills.
Consider any adjustments or improvements for future implementations.