Students must be able to compare two fractions and decide whether or not they are equivalent. They must be able to determine the equivalence using several different methods. In the process, they must analyze relationships and communicate mathematical ideas.
Britt is having trouble understanding how 1/3 can be equivalent to 2/6 in one situation but not in another situation. Use fraction strips and number lines to illustrate how this can be true and to explain your thinking.
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4.3 Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to:
(C) determine if two given fractions are equivalent using a variety of methods