Unit 5, Lesson 10
Equivalent Fractions
Grade 3
Preparation
Lesson Narrative
Previously, students were introduced to unit fractions and non-unit fractions through the use of area diagrams, fraction strips, and number lines. They began to work with the idea of equivalence by noticing fractions that are also whole numbers. Here students revisit area diagrams and fraction strips to learn about fraction equivalence. Students learn that fractions that are the same size are equivalent fractions. Later, they will identify equivalent fractions as having the same location on a number line.
- Representation
None
- Comprehend (in spoken and written language) the meaning of the term “equivalent fractions.”
- Explain (orally) how to determine if diagrams represent equivalent fractions.
- Let’s identify equivalent fractions.
Required Materials
Activity 2
Required Preparation
- Have recording of choral count by one-fourth available, from a previous lesson.
- Students need the fraction strips they made in Section A.
Teacher Reflection Questions
What ideas do students have about what it means for fractions to be equivalent? How can you build on those ideas in this section?