Explaining Two Fractions are Equivalent Using a Number Line or an Area Model
T.I.P.S.
Students must be able to explain how and why two fractions are equivalent.
Example
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.
Digital Tools
Click on the following links for interactive games.Resources
Click on the following links for more information.TEKS
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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