In earlier lessons, students developed their ability to use different representations and strategies to reason about equivalence and generate equivalent fractions. This lesson enables student to consolidate their work so far and communicate their understanding conceptually before they move on to reason about equivalent fractions numerically in the next lesson.

Students work with some fractions in the hundredths. Although students might try to partition a number line into 100 parts, they are not expected to do so. The idea is to motivate students to look for another way—one that is less tedious and more general—to generate equivalent fractions. 

This lesson centers on explanations for equivalence. What representations and strategies did most students rely on to justify equivalence? What aspects of the explanation were manageable for them? What was more challenging than anticipated?