Grades: 3‒4

Students construct area models of fractions equivalent to ^{1}/_{2}, ^{1}/_{3}, ^{1}/_{4}, and ^{2}/_{3}. These equivalent fractions will include relatively small numerators and denominators, such as ^{2}/_{4}, as well as those with relatively large numerators and denominators, like ^{50}/_{100}. Students learn that equivalent fractions name the same quantity using different-sized fractional parts. The activity concludes with students discussing their various strategies for building 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 use an area model of fractions to explore part-whole relationships.
- Students will understand the relationship between visual representations of fractions and their symbolic forms.
- Students will make fractions equivalent to
^{1}/_{2},^{1}/_{3},^{1}/_{4}, and^{2}/_{3}using a given selection of numerator and denominator values. - Students will describe strategies for finding 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

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