Please pardon our progress while we refine the look and functionality of our new ALEX site! You can still access the old ALEX site at alex.asc.edu. If you would like to share feedback or have a question for the ALEX Team, you can use the contact form here, or email us directly at administrator@alex.state.al.us.

NOTICE: The old ALEX site at alex.asc.edu will not be accessible on March 31st. Please contact administrator@alex.state.al.us if this may cause an issue with a scheduled event/deadline.

Overview

This tool allows the participant to visually create two equivalent fractions based on the fraction provided. This can be used as an introduction since it allows you to determine your own fraction and construct models. You can also use it as a closing activity to check students understanding by asking them to construct a visual model.

Mathematics (2019) Grade(s): 4

MA19.4.13

Using area and length fraction models, explain why one fraction is equivalent to another, taking into account that the number and size of the parts differ even though the two fractions themselves are the same size.

UP:MA19.4.13

Vocabulary

• Fraction
• Numerator
• Denominator
• Equivalent
• Fraction model
• Area model -Length model

Knowledge

Students know:
• Fractions can be equivalent even though the number of parts and size of the parts differ.
• Two fractions are equivalent if they are at the same point on a number line or if they have the same area.

Skills

Students are able to:
• Use area and length fraction models to explain why fractions are equivalent.
• Recognize and generate equivalent fractions.

Understanding

Students understand that:
• equivalent fractions are fractions that represent equal value.

Phase

After/Explain/Elaborate
Learning Objectives

Learning Objectives

Students will create equivalent fractions through a visual model.

Activity Details

The students will use Illuminations: Equivalent Fractions website to construct equivalent fraction models. These models that they construct would be used as an exit slip to determine if students can create their own models.

Assessment Strategies

Assessment Strategies

To determine if students can construct equivalent fractions they could take a screenshot of their work and email it to the teacher as an exit slip. The teacher can also observe the models students make.

Background / Preparation

Make sure each student can access the website so that they can use the tool.