Lesson plan

Equivalent Fractions Match

Begin with the basics when teaching about equivalent fractions. This lesson utilizes visual models with written fractions to support your students as they match equivalent fractions.
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Students will be able to recognize equivalent fractions.

(5 minutes)
  • Write the following multiplication problem on the board. 3 x 6 = 18
  • Ask students to come up with another way to reach the same answer. Ask, What other math equation equals 18?
  • Accept student answers and record the math facts underneath the original fact listed.
  • Explain to students that these are all equivalent math facts because they all equal 18, even though they look different. Today’s math lesson will be about equivalent fractions.
(10 minutes)
  • Define the word fraction as a number that can represent a part of a whole. The number on top of the line is the numerator and it shows the number of parts in the whole. The number below the line is the denominator and it shows the number of parts by which the whole has been divided. Give an example of a fraction: 1/2. Point out that the 1 represents how many parts there are, and that the 2 represents how many parts the whole is divided into. Draw a visual model of the fraction to accompany the numerical written version.
  • Teach students that equivalent fractions have the same, or equal, value, even though they may look different. Equivalent means that two things are equal.
  • Display the Equivalent Fractions worksheet.
  • Model identifying the fractions by filling in the blanks.
  • Show that the denominators come from how many parts the whole is divided into. Model counting the parts and showing how the denominator reflects that number.
  • Point out that the visual representations of the equivalent fractions show the same amount of shaded space. Make the connection that the shaded area in the visual model is where the numerator comes from.
  • Explain that the equivalent fractions of 4/8 and 1/2 can be found without visual models. First, look at the relationship between the denominators. What does 8 need to be divided by in order to get 2? The answer is 4. Next, divide the numerator by 4, and you get 1. Both the numerator and the denominator must be either multiplied or divided by the same number in order to find an equivalent fraction.
  • Explain the relationship between the equivalent fractions in the other examples if needed.
(15 minutes)
  • Inform students that they will be completing an equivalent fractions matching game. Each student will receive a card with either the visual or written fraction. They will be given time to mingle with other students to find an equivalent fraction match. Once students find their match, partners will see the teacher to pick up a copy of the worksheet. Each student will have a copy of the Finding Equivalent Fractions worksheet to complete together.
  • Distribute an index card with a fraction to each student. Instruct them to find their equivalent fraction partner. Circulate and offer assistance, redirection, and praise as needed.
  • Make sure each partnership has a copy of the Finding Equivalent Fractions worksheet, and monitor student progress as they create equivalent fractions with visual models.
  • Gather the class together to discuss the equivalent fractions found in the activity. Have partnerships stand up and read their fractions aloud.
  • Prompt students to explain how they know they are equivalent fraction partners. Look for student use of content vocabulary, such as numerator, denominator, and equivalent.
(10 minutes)
  • Distribute a copy of the Matching Equivalent Fractions worksheet.
  • Instruct students to find equivalent fractions based on the visual and written fractions on the worksheet.


  • Give students simpler fractions and fraction models to match with a partner in the guided practice.
  • Use different visual models, such as tiles, circles, or strips, to support students and model creating equivalent fractions.
  • Give students more practice with the Equivalent Fractions 1 Exercise. (See suggested media.)
  • Provide students with a digital fractions tutorial using the Fraction Basics app. (See Technology.)
  • Teach a mini-lesson prior to this lesson about identifying and naming fractions correctly.


  • Use fractions with larger numerators and denominators for advanced students.
  • Challenge advanced students to find more than just two equivalent fractions.
  • Give students more challenging fraction practice with the Equivalent Fractions 2 Exercise. (See suggested media.)
  • Use a free app called Fraction Basics — Easy & Effective Fractions Tutor to support students who need a review of fraction basics.
(5 minutes)
  • Give each student a sticky note or small piece of paper on which to complete an Exit Ticket. Instruct students to draw a pair of equivalent fractions.
(5 minutes)
  • Put students into A-B partnerships and instruct them to discuss how to determine if fractions are equivalent.
  • Call on a non-volunteer to fill in the blank in the following problem: 2/4 = ?/8.
  • Remind students that equivalent fractions have an equal value, but they may look different.

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