## MAKE YOUR OWN FRACTIONS—EQUIVALENT FRACTIONS

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 1/21/31/4, 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 