• Invite students to share their responses.

MLR7 Compare and Connect

• Display C and D.
• "How are Shapes C and D the same?" (Both are squares. Both are partitioned into rectangles. The shaded portion is  of the shape.)
• "How are they different?" (Shape D is partitioned into fourths. There's only 1 part shaded in Shape C, but 2 parts are shaded in Shape D. The parts are in Shape D are smaller than the parts in Shape C.)
• “How can the shaded portion in each shape show when the shapes have been partitioned into different numbers of equal parts?” (The shaded parts are the same size even though they look different. The same amount of each shape is shaded.)
• “Even though C is partitioned into halves and D is partitioned into fourths, we can say that of each shape is shaded because the same amount is shaded in both shapes, which means the two fractions are the same size.”
• “Two numbers that are the same size are equivalent, so the fractions  and are equivalent fractions.”

The purpose of this activity is for students to use fraction strips to identify equivalent fractions and to explain why they are equivalent. Highlight explanations that make clear that the parts representing the fractions are the same size and refer to the same-size whole.

• Invite students to share pairs of equivalent fractions and why they are equivalent. Highlight that the fractions are equivalent because the part of the strips that represent the fractions are the same size.
• Display a fraction-strips diagram for all to see.
• As students share, mark up the fraction-strips diagram to illustrate the equal size of the parts (for example, by drawing lines or by circling the parts). Then record pairs of equivalent fractions, using the equal sign, such as: .