Unit 6, Lesson 10-- Equivalent Fractions

Lesson 10-- Equivalent Fractions

Introduction

Hello Mathematicians! We have learned how to represent fractions on a number line.  Today, we will explore equivalent fractions.

We will start with a challenge:  How do you make fair shares with different sized pieces of a whole?  

Visual

In this Cyberchase clip, the CyberSquad helps solve this same problem.  How do they solve it?

Interactive

Part 1 Directions:

  • Fractions that are equivalent represent the same value but look different.  They have different numerators and denominators, but represent the same part of a whole.
  • Today you will explore equivalent fractions with Cuisenaire rods.
  • Open the interactive drawing link below, and make a copy. Explore the fractional relationships.

Exploring Fractions with Cuisenaire Rods Links to an external site.

Part 2 Directions:

  • Use Cuisenaire rods to explore each fractional relationship. 
  • Draw and label the rod pairs in your notebook.  Write an equation to match the rod pairs. 
    • 1.  How many Cuisenaire rod pairs can you find to represent ½? Find all the rod pairs in which one rod is half the length of another rod. 
    • 2.  How many Cuisenaire rod pairs can you find to represent ⅓? Find all the rod pairs in which one rod is a third of the length of another rod. 
    • 3. How many Cuisenaire rod pairs can you find to represent ¼? Find all the rod pairs in which one rod is a fourth of the length of another rod.
    • 4. How many Cuisenaire rod pairs can you find to represent ⅙? Find all the rod pairs in which one rod is a sixth of the length of another rod.
    • 5. How many Cuisenaire rod pairs can you find to represent ⅛? Find all the rod pairs in which one rod is an eighth of the length of another rod.

In Your Math Notebook

Let’s get out our math notebook and  work through the following application problem. Make sure you read the problem carefully, draw a picture to match your thinking and write an answer with numbers and words.

Read, Draw, Write, DONE!

R (Read the problem carefully.)

Tucker and Mary each bought the same size candy bar from the concession stand.  Tucker ate 2/3 of his candy bar.  Mary ate 3/4 of her candy bar.  Did they eat an equal amount?  Explain why or why not.

D (Draw a picture.)

W (Write an answer with numbers and words.)

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Georgia Department of Education, Math

  • Equal Amounts of Gold | Cyberchase downloaded from PBS LearningMedia, https://www.pbslearningmedia.org/resource/vtl07.math.number.nums.equalamtgo/equal-amounts-of-gold-cyberchase/. Rights to use this asset do not expire.
  • Asset Copyright: © 2001, 2002 Thirteen/WNET New York. All Rights Reserved.
  • Media Credits

    A Thirteen/WNET New York/Nelvana International Limited Production.

    The contents of these materials were developed under a grant from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Department or any other part of the Federal Government.

  • Source:

    Cyberchase: "Zeus on the Loose" Links to an external site.

Virtual Cuisenaire rods from Mathsbot.com