2022 4-N-3-1

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4.N.3.1

4.N.3.1 Represent and rename equivalent fractions using fraction models (e.g., parts of a set, area models, fraction strips, number lines).

In a Nutshell

This objective asks students to recognize, generate, and rename equivalent fractions through the process of modeling. Students will use a variety of visual models (e.g. parts of a set, area models, fraction strips, and number lines) to see that the fractions can have more than one name, as they are parts of a whole and can be represented in multiple ways.

Student Actions	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 and rename equivalent fractions. Develop the ability to communicate mathematically by modeling and sharing representations of equivalent fractions in a variety of ways (e.g. illustrations, base-ten blocks, fraction strips, number lines, fraction circles, folded paper).	Use and connect multiple representations when modeling and renaming 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.
Key Understandings	Misconceptions
A variety of fraction models may be used to represent and rename equivalent fractions. Fractions are parts of a whole and can have more than one name.	The numerator has to be less than the denominator. Increasing the denominator also increases the size of the fraction. Fractions with unlike denominators can't be equivalent (i.e., 2/3 cannot be equivalent to 4/6).
Knowledge Connections
Prior Knowledge	Leads to
Construct equal-sized portions through fair sharing (2.N.3.2) Model fractions using length, set, and area (3.N.3.2)	Recognize and generate equivalent terminating decimals, fractions, and mixed numbers (5.N.1.4) Determine equivalencies among fractions, mixed numbers, decimals, and percents (6.N.1.4)
Sample Assessment Items
The Oklahoma State Department of Education is releasing sample assessment items to illustrate how state assessments might be designed to measure specific learning standards/objectives. These examples are intended to provide teachers and students with a clearer understanding of how the state assesses Oklahoma's academic standards and their objectives. It is important to note that these sample items are not intended to be used for diagnostic or predictive purposes. Ways to incorporate the items. 4.N.3.1 Parts of a Set