Talking Points: -- “How do you identify fractions that are equivalent?” -- “For example, is ½ equivalent to 2/4?”

Talking Points: -- “In this lesson, you will learn how to identify equivalent fractions by using fraction models.”

Talking Points: -- “You remember that when we are talking about fractions, we are talking about equal parts of a whole.” -- “Here we have a rectangle that is divided into 2 equal parts. The rectangle is divided into halves.” -- “One out of the two parts is shaded. We can say ½ of the rectangle is shaded.” -- “Remember when we look at a fraction the numerator tells us the part that we are thinking of, in this case 1. The denominator tells us how many total parts of the whole. In this case we have 2 equal parts of the whole.”

Talking Points: --“A common mistake is thinking just because the numerators or the denominators are not the same then the fractions are not equivalent.” -- “Here we have 1/3 and 2/6, we can clearly see that the numerators and the denominators are not the same.” -- “However if we look at a fractional model for each of these fractions, we will see that they both represent the same amount.” -- “Therefore 1/3 and 2/6 are equivalent fractions.”

Talking Points: -- “Let’s say we have the fraction ½. If we wanted to show ½ using a rectangle. We would divide the rectangle into 2 equal parts because the denominator is 2. We would then shade 1 out of the 2 parts because the numerator is 1.” -- “Now let’s look at the same amount shown in a different way.” -- “I will divide the second into four equal parts. The fraction that represents the shaded amount is 2/4. The denominator is 4 because we have four equal parts in this rectangle. The numerator is 2 because 2 out of the 4 parts are shaded. 2/4 is equivalent to ½. -- “Now I will divide the third rectangle into eight equal parts. The fraction that represents the shaded amount is 4/8. The denominator is 8 because we have 8 equal parts in this rectangle. The numerator is 4 because 4 out of the 8 parts are shaded. 4/8 is equivalent to 2/4 and ½. -- “We now have three different fractions that all represent the same amount. ½, 2/4, and 4/8 are equivalent because they all represent the same amount.

Talking Points: -- “In a problem it may look like this. I have a pie that is divided into three equal parts and I eat 1 part of the pie. I have eaten 1/3 of the pie.” -- “Now if you have the same size pie but it is divided into 6 equal parts and you eat 2 parts of your pie. You would have eaten 2/6 of your pie.” -- “Did we eat the same amount? If you said, “Yes,” you are right.” -- “As you can see 1/3 and 2/6 represent the same amount of the pie. 1/3 and 2/6 are equivalent fractions.”

Talking Points: -- “In this lesson, you have learned how to identify equivalent fractions by using fraction models.”

Talking Points: -- “Kevin ate 2/4 of his pizza. Destiny ate 4/8 of her pizza. Did they eat an equivalent amount? Try to figure this one without my help.” (Pause) -- “Since Kevin ate 2/4 of his pizza, the denominator tells us that he had four equal parts. The numerator tells us he ate two out of the four parts. So we will shade 2 parts.” -- “Destiny at 4/8 of her pizza. The denominator tells us that she had 8 equal parts. The numerator tells us she ate four our of the eight parts. So we will shade 4 parts.” -- “We can clearly see that 2/4 and 4/8 represent the same amount of pizza. So the answer is yes, Kevin and Destiny ate the same amount of pizza.

LearnZillion Notes: --On the Extension Activities slide(s) you should describe 2-3 activities written with students as the audience (not teachers). Each extension activity should push the students a bit further with the lesson but in a different application or context. Each activity should be designed to take roughly 20-40 minutes. Teachers will likely display the slide in class and then assign an activity to a student or group for additional practice and differentiation. Ideally, these Extension Activities will be created such that a teacher can differentiate instruction by giving more difficult extension activities to students who have shown mastery of the lesson, and less difficult activities to students who are not yet proficient. --If you need more than one slide to list your extension activities, feel free to copy and paste this slide!

LearnZillion Notes: --On the Extension Activities slide(s) you should describe 2-3 activities written with students as the audience (not teachers). Each extension activity should push the students a bit further with the lesson but in a different application or context. Each activity should be designed to take roughly 20-40 minutes. Teachers will likely display the slide in class and then assign an activity to a student or group for additional practice and differentiation. Ideally, these Extension Activities will be created such that a teacher can differentiate instruction by giving more difficult extension activities to students who have shown mastery of the lesson, and less difficult activities to students who are not yet proficient. --If you need more than one slide to list your extension activities, feel free to copy and paste this slide!