### Clarifications

*Clarification 1:*Instruction includes the use of manipulatives, visual models, number lines or equations.

*Clarification 2: *Instruction includes recognizing how the numerator and denominator are affected when equivalent fractions are generated.

**Subject Area:**Mathematics (B.E.S.T.)

**Grade:**4

**Strand:**Fractions

**Date Adopted or Revised:**08/20

**Status:**State Board Approved

## Related Courses

## Related Access Points

## Related Resources

## Educational Games

## Formative Assessments

## Lesson Plans

## Original Student Tutorials

## Problem-Solving Tasks

## Tutorial

## Virtual Manipulative

## MFAS Formative Assessments

Students partition squares to model two fractions and then determine if the fractions are equivalent.

Students draw a visual fraction model to determine whether two fractions are equivalent.

Students use a number line to explain that one-half is equivalent to two-fourths.

Students scale number lines to locate given fractions, find equivalent fractions, and explain the relationship between equivalent fractions.

## Original Student Tutorials Mathematics - Grades K-5

Learn how to create equivalent fractions and visually see how they are equivalent in this interactive tutorial.

This is part 1 of a 2-part series. Click **HERE **to open Part 2.

Learn how to find equivalent fractions in a multiplication table in this interactive tutorial.

This is part 2 of a 2 part series. Click **HERE** to open Part 1.

## Student Resources

## Original Student Tutorials

Learn how to create equivalent fractions and visually see how they are equivalent in this interactive tutorial.

This is part 1 of a 2-part series. Click **HERE **to open Part 2.

Type: Original Student Tutorial

Learn how to find equivalent fractions in a multiplication table in this interactive tutorial.

This is part 2 of a 2 part series. Click **HERE** to open Part 1.

Type: Original Student Tutorial

## Educational Games

This is a fun and interactive game that helps students practice ordering rational numbers, including decimals, fractions, and percents. You are planting and harvesting flowers for cash. Allow the bee to pollinate, and you can multiply your crops and cash rewards!

Type: Educational Game

Test your fraction skills by answering questions on this site. This quiz asks you to simplify fractions, convert fractions to decimals and percentages, and answer algebra questions involving fractions. You can even choose difficulty level, question types, and time limit.

Type: Educational Game

## Problem-Solving Tasks

The purpose of this task is to provide students with an opportunity to explain fraction equivalence through visual models in a particular example. Students will need more opportunities to think about fraction equivalence with different examples and models, but this task represents a good first step.

Type: Problem-Solving Task

The purpose of this task is for students to compare two fractions that arise in a context. Because the fractions are equal, students need to be able to explain how they know that. Some students might stop at the second-to-last picture and note that it looks like they ran the same distance, but the explanation is not yet complete at that point.

Type: Problem-Solving Task

## Tutorial

This Khan Academy video illustrates that fraction a/b is equivalent to fraction (a *x* n)/(b x n).

Type: Tutorial

## Virtual Manipulative

This virtual manipulative allows individual students to work with fraction relationships. (There is also a link to a two-player version.)

Type: Virtual Manipulative

## Parent Resources

## Problem-Solving Tasks

The purpose of this task is to provide students with an opportunity to explain fraction equivalence through visual models in a particular example. Students will need more opportunities to think about fraction equivalence with different examples and models, but this task represents a good first step.

Type: Problem-Solving Task

The purpose of this task is for students to compare two fractions that arise in a context. Because the fractions are equal, students need to be able to explain how they know that. Some students might stop at the second-to-last picture and note that it looks like they ran the same distance, but the explanation is not yet complete at that point.

Type: Problem-Solving Task