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.

### Overview

This interactive game allows students to practice finding equivalent fractions, and adding fractions

## UP:MA19.3.15

### Vocabulary

• Equivalence
• Visual fraction model
• Number line
• Numerator
• Denominator
• Reasoning
• Conclusions
• Comparison
• Point

### Knowledge

Students know:
• Fractions with different names can be equal.
• Two fractions are equivalent if they are the same size, cover the same area, or are at the same point on a number line.
• Unit fraction counting continues beyond 1 and whole numbers can be written as fractions.
• Use a variety of area models and length models to show that a whole number can be expressed as a fraction and to show that fractions can be equivalent to whole numbers.
• Comparing two fractions is only reasonable if they refer to the same whole.
• The meaning of comparison symbols , = .
• Reason about the size of a fraction to help compare fractions.
• Use a variety of area and length models to represent two fractions that are the same size but have different names.
• Use a fraction model to explain how equivalent fractions can be found.
• Use a variety of area models and length models to demonstrate that any fraction that has the same nonzero numerator and denominator is equivalent to 1.
• Use models to show that the numerator of a fraction indicates the number of parts, so if the denominators of two fractions are the same, the fraction with the greater numerator is the greater fraction.
• Use models to show that the denominator of a fraction indicates the size of equal parts a whole is partitioned into, and that the greater the denominator, the smaller the parts. -Determine when two fractions can not be compared because they do not refer to the same size whole.

### Skills

Students are able to:
• Explain equivalence of two fractions using visual models and reasoning about their size.
• Compare two fractions with same numerators or with same denominators using visual models and reasoning about their size.
• Express whole numbers as fractions.
• Identify fractions equivalent to whole numbers.
• Record comparisons of two fractions using , or = and justify conclusion.
• Explain that the whole must be the same for the comparing of fractions to be valid.

### Understanding

Students understand that:
• A fraction is a quantity which can be illustrated with a length model or an area model.
• Two fractions can be the same size but have different fraction names.
• A fraction can be equivalent to a whole number.
• Any fraction that has the same nonzero numerator and denominator is equivalent to 1.
• The numerator of a fraction indicates the number of parts, so if the denominators of two fractions are the same, the fraction with the greater number of parts is the greater fraction.
• The denominator of a fraction indicates the size of equal parts in a whole, so the greater the denominator, the smaller the size of the parts in a whole.

## UP:MA19.5.10

### Vocabulary

• Fraction
• Denominator
• Numerator
• Visual Model
• Sum
• Difference
• Equivalence
• Unlike denominators
• Unlike units

### Knowledge

Students know:
• Strategies to determine if two given fractions are equivalent.
• How to use a visual model to illustrate fraction equivalency.
• Contextual situations for addition and subtraction.

### Skills

Students are able to:
• Use fraction equivalence to add and subtract fractions and mixed numbers with unlike denominators.

### Understanding

Students understand that:
Addition and subtraction of fractions and mixed numbers with unlike units,
• Require strategies to find equivalent fractions in a common unit, and the sum or difference will be expressed in the common unit.
• Can be assessed for reasonableness of answers using estimation strategies.

### Phase

After/Explain/Elaborate
Learning Objectives

### Learning Objectives

Students will explain and compare equivalent fractions.

Students will add fractions with unlike denominators.

### Activity Details

This interactive tool is ideal as a closing activity because the game format compares fraction number lines. This interactive tool allows students to build equivalent fractions, and it also helps students decompose fractions so that they can move their marker across the number lines using the fewest number of fraction cards.

Assessment Strategies

### Assessment Strategies

The teacher will observe students' use of the interactive game. Students who use fewer cards during the game have mastered the standards.

### Variation Tips

Students could compete against other students. There is a link provided on the website.

### Background / Preparation

Make sure that teacher can use the website, it does run on Java. Everyone needs access to the website.