4.N.2.1 Represent equivalent fractions using fraction models (e.g., parts of a set, area models, fraction strips, number lines).
In a Nutshell
Students will be able recognize and generate equivalent fractions using a variety of manipulative and pictorial models.
Student Actions

Teacher Actions


Develop mathematical reasoning using a variety of models to communicate thinking and reasoning about equivalent fractions.

Develop strategies for problem solving by using multiple representations to explore equivalent fractions.

Develop the ability to communicate mathematically by modeling and sharing models of equivalent fractions in a variety of ways (i.e. illustrations, baseten blocks, fraction strips, number lines, fraction circles, folded paper).


Use and connect multiple representations when modeling equivalent fractions.

Support productive struggle by encouraging students to explore various models of fraction equivalence.

Facilitate meaningful mathematical discourse by having students discuss and analyze models of equivalent fractions, using appropriate mathematics vocabulary.

Key Understandings

Misconceptions

 A variety of fraction models may be used to represent equivalent fractions.

 The numerator has to be less than the denominator.
 Doubling the denominator doubles the size of the fraction.
 Fractions with unlike denominators can't be equivalent (i.e., 2/3 cannot be equivalent to 4/6).

OKMath Framework Introduction
4th Grade Introduction
4th Grade Math Standards
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