Learning Activities (2) | Classroom Resources (6) |

View Standards
**Standard(s): **
[MA2019] (4) 13 :

*Example: *^{a}/_{b}* is equivalent to *^{(n x a)}/_{(n× b)}*.* [ARTS] MED (4) 3 :

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.

a. Apply principles of fraction equivalence to recognize and generate equivalent fractions.

a. Apply principles of fraction equivalence to recognize and generate equivalent fractions.

3) Arrange varied content and components to convey purpose and meaning in different media arts productions, applying associated artistic principles.

a. Use artistic concepts of balance and contrast.

Example: Recreate a short scene depicting Hansel and Gretel running through the forest, with some students representing static trees and others performing the moving characters. Balance is created by composition of figures in the frame and contrast is shown by static and moving characters.

In this learning activity, the students will review the elements of a comic strip. Students will collaboratively create their own comic strip demonstrating step by step procedures to solve a math equation involving fractions. Finally, students will create their final comic strip in Make Beliefs Comix website. A copy of each group's comic strip will be printed and posted on the classroom bulletin board for class viewing.

*This activity was created as a result of the Arts COS Resource Development Summit.*

View Standards
**Standard(s): **
[MA2019] (4) 13 :

*Example: *^{a}/_{b}* is equivalent to *^{(n x a)}/_{(n× b)}*.*

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.

a. Apply principles of fraction equivalence to recognize and generate equivalent fractions.

a. Apply principles of fraction equivalence to recognize and generate equivalent fractions.

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.

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.

a. Apply principles of fraction equivalence to recognize and generate equivalent fractions.

a. Apply principles of fraction equivalence to recognize and generate equivalent fractions.

In this interactive activity, students will be led through steps to reduce fractions to their simplest form by generating an equivalent fraction. There are teaching activities as well as practice activities available. A handout with practice problems can be printed. After utilizing this resource, the students can complete the short quiz to assess their understanding.

a. Apply principles of fraction equivalence to recognize and generate equivalent fractions.

In this interactive activity, students will be led through steps to make and find equivalent fractions. There are teaching activities as well as practice activities available. A handout that reviews the strategies taught during the activity can be printed. After utilizing this resource, the students can complete the short quiz to assess their understanding.

a. Apply principles of fraction equivalence to recognize and generate equivalent fractions.

In this interactive activity, students will be led through steps to find the greatest common factor, a useful skill when simplifying fractions. There are teaching activities as well as practice activities available. A handout that reviews the strategies taught during the activity can be printed. After utilizing this resource, the students can complete the short quiz to assess their understanding.

View Standards
**Standard(s): **
[MA2019] (4) 13 : 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.

a. Apply principles of fraction equivalence to recognize and generate equivalent fractions.

*Example: *^{a}/_{b}* is equivalent to *^{(n x a)}/_{(n× b)}*.* [MA2019] (5) 11 :

a. Apply principles of fraction equivalence to recognize and generate equivalent fractions.

11. Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers.

a. Model and interpret a fraction as division of the numerator by the denominator (^{a}/_{b}= a ÷ b)

b. Use visual fraction models, drawings, or equations to represent word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers

In this interactive activity, students will be led through steps to convert decimals, fractions, and percents, in order to compare their magnitudes. There are teaching activities as well as practice activities available. A handout that reviews the steps taught during the activity can be printed. After utilizing this resource, the students can complete the short quiz to assess their understanding.

View Standards
**Standard(s): **
[MA2019] (3) 13 :

[MA2019] (4) 13 :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.

a. Apply principles of fraction equivalence to recognize and generate equivalent fractions.

*Example: *^{a}/_{b}* is equivalent to *^{(n x a)}/_{(n× b)}*.*

13. Demonstrate that a unit fraction represents one part of an area model or length model of a whole that has been equally partitioned; explain that a numerator greater than one indicates the number of unit pieces represented by the fraction.

[MA2019] (4) 13 :

a. Apply principles of fraction equivalence to recognize and generate equivalent fractions.

In this "Cyberchase" video clip, Matt and Digit have a recipe for a "Mean, Green Antidote" that calls for 2/8 of a whole stone. Students will realize that the fractions 2/8 and 1/4 are equivalent.

a. Apply principles of fraction equivalence to recognize and generate equivalent fractions.

This video from *Cyberchas*e features Bianca working on her aunt and uncle’s farm. Bianca is excited because she’s getting a new pet. She uses equivalent fractions to combine different lengths of wood to build a roof on a house for the new pet. In the accompanying classroom activity, students use equivalent fractions to solve a problem and create word problems of their own.