## MAKE YOUR OWN FRACTIONS—EARLY ALGEBRA APPROACH

Students use algebraic variables to build area models of equivalent fractions. For example, to create fractions equivalent to 1/2 , students construct a model of 1/2 as n/2n and then vary the value of n. As they do, visual representations of 1/2 , 2/4 , 3/6 , etc., appear on screen. Students also make fractions equivalent to 1/3 , 1/4 , 2/3 , 3/5 , and ultimately, any fraction whatsoever. Through this process, students learn that multiplying the numerator and the denominator of a fraction by the same variable can be used to create equivalent fractions.

Note: This activity is available in two versions—an area model that represents fractions as parts of a circle and an area model that represents fractions as parts of a rectangle.

OBJECTIVES
• Students will understand that multiplying the numerator and the denominator of a fraction by the same value creates an equivalent fraction.
• Students will use the concept of a variable to construct equivalent fractions.

COMMON CORE CONNECTIONS
Mathematical Practices

(1) Make sense of problems and persevere in solving them; (2) Reason abstractly and quantitatively; (3) Construct viable arguments and critique the reasoning of others; (5) Use appropriate tools strategically; (7) Look for and make use of structure.

Content Standards

3.NF3; 4.NF1; 6.EE2