I can find and recognize equivalent fractions and explain why they are equal.
Standard cap: 4 - Prove or critique fraction equivalence in an unfamiliar representation.
Subskills what students must be able to do
- 1I can recognize equivalent fractions using models or numbers.
- 2I can generate equivalent fractions, including on a number line.
- 3I can explain why two fractions are equivalent using models, numbers, or words.
Proficiency Scale & ⚓️ Tasks
1 → 4 proficiency scale
“These two models are shaded. Do they show the same amount?”
“Find two fractions equivalent to 3/4, and show one pair at the same point on a number line.”
“Is 6/8 equivalent to 3/4? Prove your answer with a model, equation, or explanation.”
“A student says 8/12 and 2/3 cannot be equal because 8 ≠ 2 and 12 ≠ 3. Critique the reasoning and prove the correct conclusion in two ways.”
Teach
Lessons and videos that introduce the skill10Engage NY Lesson (7)
Lesson 10 — Area models, division and equivalence fractions (continued)
Grade 4 · Module 5 · Topic B · Lesson 10
Lesson 11 — Fraction equivalence: tape diagrams, number lines
Grade 4 · Module 5 · Topic B · Lesson 11
Module 5, Lesson 5
Grade 4 · Module 5 · Topic B · Lesson 5
Module 5, Lesson 6
Grade 4 · Module 5 · Topic B · Lesson 6
Lesson 7 — Area models, multiplication and equivalence fractions
Grade 4 · Module 5 · Topic B · Lesson 7
Lesson 8 — Area models, multiplication and equivalence fractions (continued)
Grade 4 · Module 5 · Topic B · Lesson 8
Lesson 9 — Area models, division and equivalence fractions
Grade 4 · Module 5 · Topic B · Lesson 9