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.
Student Actions
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Teacher Actions
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Develop mathematical reasoning using a variety of models to communicate thinking and reasoning about equivalent fractions.
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Develop strategies for problem solving by using multiple representations to explore equivalent fractions.
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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).
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Use and connect multiple representations when modeling equivalent fractions.
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Support productive struggle by encouraging students to explore various models of fraction equivalence.
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Facilitate meaningful mathematical discourse by having students discuss and analyze models of equivalent fractions, using appropriate mathematics vocabulary.
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Key Understandings
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Misconceptions
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- A variety of fraction models may be used to represent equivalent fractions.
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- 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).
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OKMath Framework Introduction
4th Grade Introduction
4th Grade Math Standards