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.