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.
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.
- Identify equivalent fractions.
- Understand two fractions as equivalent if they are the same size and the parts refer to the same whole.
- Let’s identify equivalent fractions.
Materials to Gather
- Have recording of choral count by one-fourth available, from a previous lesson.
- Students need the fraction strips they made in a previous lesson.
|Activity 1||15 min|
|Activity 2||20 min|
|Lesson Synthesis||10 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?
- Number Line Scoot (2–3), Stage 3: Halves, Thirds, Fourths, Sixths and Eighths (Addressing)
- Secret Fraction (3), Stage 1: Building Non-Unit Fractions (Addressing)