Students will be able to find equivalent fractions using number lines or bar models.
Students will be able to explain how to find equivalent fractions using number lines or bar models.
Display a number line and a bar model of the same fraction (e.g., 5/11) and ask students to think about what is the same or different in the two visuals.
Allow students to think for one minute on their own and then share their ideas with their partners. (Note: they should understand that the visuals represent the same fractions but one is on a line while the other is in a box.) Gather information about students' background knowledge by listening to their discussions and writing down some of the phrases they used to compare the bar model and number line.
Challenge students to represent these two fractions using a visual of their choice (i.e., number lines or bar models) on their whiteboards: 3/4 and 6/8.
Ask students to share their visuals and lead the students to understand that the fractions have the same amount shaded in the bar model, or have the same placement on a number line, even though the fractions are different. Tell them the fractions are equivalent because the values are the same, even though the numbers are different. (Note: it's helpful to draw the bar models and number lines vertically so students can see the equivalency.)
Tell students that today they'll compare equivalent fractions on number lines and bar models. They'll become experts on creating equivalent fractions using one of the visual examples (i.e,. bar models or number lines) and present their information.
Share some of the phrases students used to compare the two visuals aids and tell them they will be able to converse about the similarities and differences at length by the end of the lesson.