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.

Content Standard(s):

Mathematics MA2015 (2016) Grade: 3

13 ) Understand a fraction ^{1}/_{b} as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction ^{a}/_{b} as the quantity formed by a parts and size ^{1}/_{b}. [3-NF1]

NAEP Framework

NAEP Statement:: 8NPO1h: Order or compare rational numbers (fractions, decimals, percents, or integers) using various models and representations (e.g., number line).

NAEP Statement:: 8NPO3a: Perform computations with rational numbers.

Alabama Alternate Achievement Standards

AAS Standard: M.AAS.3.13- Use models to represent unit fractions as parts of a whole (halves and fourths).

Mathematics MA2015 (2016) Grade: 4

12 ) Explain why a fraction ^{a}/_{b} is equivalent to a fraction ^{nxa}/_{nxb} by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. [4-NF1]

NAEP Framework

NAEP Statement:: 4NPO6a: Explain or justify a mathematical concept or relationship (e.g., explain why 15 is an odd number or why 7-3 is not the same as 3-7).

NAEP Statement:: 8NPO1d: Write or rename rational numbers.

NAEP Statement:: 8NPO1h: Order or compare rational numbers (fractions, decimals, percents, or integers) using various models and representations (e.g., number line).

NAEP Statement:: 8NPO3a: Perform computations with rational numbers.

NAEP Statement:: 8NPO3d: Describe the effect of multiplying and dividing by numbers including the effect of multiplying or dividing a rational number by:

3rd -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.

4th - 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. Apply principles of fraction equivalence to recognize and generate equivalent fractions. Example: a/b is equivalent to (n × a)/(n × b).