NC.4.NF.1
Explain why a fraction is equivalent to another fraction by using area and length fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size.
Embedded Files
Step 1: Lesson Standards & Learning Goals
Students are expected to use area and length fraction models to explain how fractions are equivalent to each other. Area models include circles and rectangles while length models typically focus on number lines. Students should not do any work on this standard without the use of a model. Students only work with the denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100 in this standard.
Sample Essential Questions
Sample Essential Questions
How can you prove one fraction is equivalent to another?
How can area and length models be used to show equivalent fractions?
Vocabulary
Vocabulary
Area model
Denominator
Equivalent
Length model
Number lines
Numerator
Students will be able to...
Students will be able to...
Represent equivalent fractions using models (ex. area model, number line)
Use models/pictures/number lines to explain why different fractions are (or are not) equivalent.
Students will know...
Students will know...
Using models is a strategy to find equivalent fractions.
Equivalent means having the same value.
Step 2: Assessment
Mastery Connect
Mastery Connect
NC.4.NF.1 - CO - Howell - Nov.18, 2022
NC.4 - Cluster 5 Review - CO - Howell - Mar. 3, 2023
Step 3: Lesson Instructions
Possible Activating Strategies
Possible Activating Strategies
Interactive Read Aloud Activity
See NC.4.NF.2 tab for extension idea.
Frayer Model
Equivalent Fractions
Quick Talk or Think - Pair - Share
Ask students what they notice and wonder about the rectangles.
Image 1: Each rectangle is divided into fourths. Are the fourths equivalent? Yes, each part represents one fourth of the same whole.
https://goopennc.oercommons.org/courseware/lesson/3495/student-old/
Image 2: Each shape is divided into fourths. Are the fourths equivalent? No, each part represents one fourth of a whole, but the wholes are different shapes. One could argue that the two squares show equivalence.
https://www.learningfarm.com/web/practicePassThrough.cfm?TopicID=1623
Teacher Resources
Teacher Resources
Tools 4 NC Teachers
Cluster 5 Lessons
Math Expressions - (Barnes and Hearne) - Standards Alignment
Motivation Math
Think Up! Math
Khan Academy - 4th Grade Math
Eureka Math/Engage NY Free Resources
Embarc Online (Eureka Math) -
Zearn Math - Online Support Practice for Eureka Math (Requires free account)
Khan Academy Eureka Math Grade 4
North Carolina Collaborative for Mathematics Learning - Grade 4 Instructional Framework
NCDPI Resources
Thinking Blocks - Word Problem Practice with Bar Diagrams
YouTube Videos
Fact Practice
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