standard_description: Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
problem_activity: Narrative
The purpose of this How Many Do You See is to allow students to use place value language to describe the value of the base-ten blocks they see. Students may provide answers that indicate the number of blocks they see, while others may indicate the value of the blocks.
If students do not bring it up, ask about the value of the blocks.
Launch
Groups of 2
“How many do you see? How do you see them?”
Display image.
1 minute: quiet think time
Activity
Display image.
“Discuss your thinking with your partner.”
1 minute: partner discussion
Record responses.
Student Facing
How many do you see? How do you see them?
[IMG]
Student Response
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Activity Synthesis
“What amount do the blocks represent?”
“What relationships do you notice between the blocks?”


aligns: no