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# Evaluating Equivalent Fractions

Students will practice coming up with equivalent fractions in a fast paced challenge! This is an introductory lesson to equivalent fractions.

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Students will be able to generate equivalent fractions.

(5 minutes)
• Write the word "equivalent" on the board.
• Ask students what word they see in "equivalent" that looks familiar? Once students see the similarities to "equal," explain that equivalent fractions are fractions that are equal to one another.
• Draw a circle on the board and split it in half. Color one half of the circle. Ask students what fraction is being shown. Write "1/2" on the board.
• Now, draw another line perpendicular to the first through the circle. Ask students what fraction is being shown now. Write "2/4" on the board.
• Explain that although these are two different fractions, they are equivalent to one another. The amount shaded on the circle did not change, it was simply divided into more parts.
(10 minutes)
• Return to the two fractions on the board: 1/2 and 2/4.
• Explain that to determine if two fractions are equivalent, you must be able to multiply or divide the numerator and denominator by the same number.
• Ask students what they can multiply both the numerator and denominator by in 1/2 to have it equal 2/4.
• Show students other fractions that are equivalent to 1/2 and 2/4, such as 3/6, 12/24, and 100/200. In each case, show students how the numerator and denominator are multiplied by the same number to create the equivalent fraction.
• Show students another fraction: 8/24. Show students how the numerator and denominator could be divided by 8 to equal 1/3, or by 4 to equal 2/6.
(10 minutes)
• Have two students come up to the whiteboard at a time.
• Give students a fraction. Students need to write an equivalent fraction as quickly as possible.
• Whoever writes a correct equivalent fraction first stays at the board.
• Continue by having students come to the board to come up with equivalent fractions.
(10 minutes)
• Hand out the Equivalent Fractions worksheet.
• Students should complete the worksheet as directed, but also generate at least 2 additional equivalent fractions for each fraction given.
• Enrichment: Have students come up with real life scenarios of where they would need to know equivalent fractions. Students can work in pairs to brainstorm ideas.
• Support: Some students who struggle with basic multiplication facts may have difficulty generating more equivalent fractions. These students could use a multiplication chart when coming up with equivalent fractions.
(5 minutes)
• Use the correctness of the Equivalent Fractions worksheet to determine students' understanding.
(5 minutes)
• Have some students share the equivalent fractions they came up with from their worksheet.
• As students share, have the rest of the class determine how they know these fractions are equivalent. For example, 2/3=10/15. Both the numerator and denominator were multiplied by 5.