• Lightbulb Students must be able to explain how and why two fractions are equivalent.


  • J.T. was asked to mark the spot on a number line that was equivalent to 2/3. Explain why the mark he made was or was not correct.

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  • Supporting Standard

    3.3 Number and operations. The student applies mathematical process standards to represent and explain fractional units. The student is expected to:

    (G) explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model


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