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# 4-N-2-1

last edited by 3 years, 8 months ago

4.N.2.1 Represent equivalent fractions using fraction models (e.g., parts of a set, area models, fraction strips, number lines).

In a Nutshell

Students will be able recognize and generate equivalent fractions using a variety of manipulative and pictorial models.

## Teacher Actions

• Develop mathematical reasoning using a variety of models to communicate thinking and reasoning about equivalent fractions.

• Develop strategies for problem solving by using multiple representations to explore equivalent fractions.

• Develop the ability to communicate mathematically by modeling and sharing models of equivalent fractions in a variety of ways (i.e. illustrations, base-ten blocks, fraction strips, number lines, fraction circles, folded paper).

• Use and connect multiple representations when modeling equivalent fractions.

• Support productive struggle by encouraging students to explore various models of fraction equivalence.

• Facilitate meaningful mathematical discourse by having students discuss and analyze models of equivalent fractions, using appropriate mathematics vocabulary.

## Misconceptions

• A variety of fraction models may be used to represent equivalent fractions.

• The numerator has to be less than the denominator.
• Doubling the denominator doubles the size of the fraction.
• Fractions with unlike denominators can't be equivalent (i.e., 2/3 cannot be equivalent to 4/6).

OKMath Framework Introduction