# Lesson 10

Equivalent Fractions

### Lesson Purpose

The purpose of this lesson is for students to see that different fractions can be equivalent if they are the same size of the same whole.

### Lesson Narrative

Previously, students were introduced to unit fractions and non-unit fractions using area diagrams, fraction strips, and number lines. They began to work with the idea of equivalence by noticing fractions that are also whole numbers. Here, students revisit area diagrams and fraction strips to learn about fraction equivalence. Students learn that fractions that are the same size are **equivalent** **fractions**. Later, they will identify equivalent fractions as having the same location on a number line.

- Representation

- MLR7

### Learning Goals

Teacher Facing

- Identify equivalent fractions.
- Understand two fractions as equivalent if they are the same size and the parts refer to the same whole.

### Student Facing

- Let’s identify equivalent fractions.

### Required Materials

Materials to Gather

### Required Preparation

Warm-up:

- Have recording of choral count by one-fourth available, from a previous lesson.

Activity 2:

- Students need the fraction strips they made in a previous lesson.

### CCSS Standards

### Lesson Timeline

Warm-up | 10 min |

Activity 1 | 15 min |

Activity 2 | 20 min |

Lesson Synthesis | 10 min |

Cool-down | 5 min |

### Teacher Reflection Questions

What ideas do students have about what it means for fractions to be equivalent? How can you build on those ideas in this section?

### Suggested Centers

- Number Line Scoot (2–3), Stage 3: Halves, Thirds, Fourths, Sixths and Eighths (Addressing)
- Secret Fraction (3), Stage 1: Building Non-Unit Fractions (Addressing)